AP European History
Unit 1--Renaissance and Exploration
Reading Guide, pp. 292-301
Name:
Pledged:
Answer the following questions clearly and concisely. Terms in bold should be
incorporated within the specified response and underlined!
1. After reading the chapter introduction, “Webs of Stone and Blood,” imagine that you are
a tour guide at St. Vitus Cathedral. In 2-3 sentences, explain how the architectural style
reflects the political concerns of the fourteenth century. Peter Parler
2. Using the map on p. 295, take the role of Charles IV, king of Bohemia and Holy Roman
Emperor, and issue an edict explaining how the Golden Bull of 1356 recognizes and affirms
the complex geography and recent history of Central Europe.
3. Identify and explain THREE causes of the 100 Years War.
Flemish cloth Gascony
a.
b.
c.
Edward III
Philip VI
4. Fill out the following chart for the Hundred Years' War.
France
England
Goals
Leaders
Strategies/Tactics
Battles/Victories
Crecy
Poitiers
Agincourt
longbow
pillage & plunder
Charles VII
Joan of Arc
gunpowder
Philip of Burgundy
chivalry
5. Imagine you are an advocate for Joan of Arc’s canonization (“being made a saint”), which
occurred in 1920. Argue your case.
6. Analyze the impact of the 100 Years War on the chivalric tradition of warfare.
7. Explain in 1-2 sentences the results of the Wars of the Roses in England. Tudors
AP European History
Unit 1--Renaissance and Exploration
Reading Guide, pp. 301-08
Name:
Pledged:
1. Demographics is the study of population statistics. How did the fourteenth century in
Europe differ demographically from the High Middle Ages?
Great Famine
2. For the balance sheet below identify the positive (+) and negative (-) results of the Black
Death. Provide a brief rationale. Flagellants Jews Dance of Death
a.
positives
negatives
b.
c.
d.
e.
3. Draw a visual to accompany Boccaccio’s Decameron (p. 303) that demonstrates the
impact the Black Death had on Italy’s urban civilization.
4. Make a diagram in which you show how the demographic catastrophes of the fourteenth
century undermined the class structure and feudalism.
5. Fill out the following chart for the appropriate revolt. E. Marcel
Revolt
Causes
Goals
Results
jacquerie (1358)
English
Peasants
Revolt (1381)
ciompi (1378)
6. Write THREE diary entries over a generation as a burgher (townsperson) in which you
explain the changing social and economic environment of medieval cities. hospitals
Hanseatic League confraternities
pesthouses
crime
executioner
AP European History
Unit 1--Renaissance and Exploration
Reading Guide, pp. 308-18
Name:
Pledged:
1. Using the Web document referenced on p. 308, analyze the claims made by Pope
Boniface VIII’s Unam Sanctam. How might these claims be greeted by secular rulers?
2. Rank in order of importance and EXPLAIN the results of the Papacy in Avignon (1307-78),
also known as the "Babylonian Captivity." John XXII indulgences curia
a.
b.
c.
3. Why did the prestige of the Papacy decline in the fourteenth and fifteenth centuries?
Great Schism conciliarism Council of Pisa (1407) Council of Constance (1415-17)
4. Read the inquisition account of the Cathar heresy (p. 311) and imagine you are a clerical
observer. Write a note to your bishop explaining what in these attitudes you find
threatening to the church.
5. Take the role of a pious but discontented Catholic in the 14th/early 15th centuries. Develop
an itinerary (schedule) using the terms that shows the religious attitudes and practices of the
time. Witch Hammer Beguines/Beghards Brethren of the Free Spirit Brethren of the Common Life
Imitation of Christ
Eucharist
Catherine of Siena
6. Using the document on p. 313 and text, explain and account for the increasing religious
conflict in many areas of Europe. What impact did it have on have on the Church and
intellectual life. Inquisition moriscos/converses J. Wycliffe/Lollards J. Hus William of Ockham
nominalism
7. As a literary critic, analyze how vernacular literature expressed a new individualism in late
medieval society. Dante/Divine Comedy Chaucer Christine de Pisan F. Villon
8. Write a 1-2 sentence thesis on the importance of the fourteenth century as a transitional
period.
AP European History
Unit 1--Renaissance and Exploration
Reading Guide, pp. 322-30
Name:
Pledged:
1. In 1-2 sentences, explain how the feature, “A Civic Procession,” demonstrates the civic
context of Renaissance society.
2. What are the merits and limitations of the term “Renaissance” to describe Italy in the
period 1350-1550? Petrarch
3. Draw a crude map of 15th-century Florence and using the discussion in the text, pp. 32427, 329-30, indicate 8-10 important features of Renaissance economic and social life.
4. Fill out the chart below based on the discussion in the text and the document (p. 328), as
well as the Web source (p. 327). wet nurses birth control rape dowry homosexuality
Class
Status
Expectations
Conditions
wealthy
poor
men
women
children
5. Imagine you travel back to Renaissance Italy and experience daily life for a week. Identify
4-5 ways in which it differs from the U.S. in the 21st century.
Renaissance Italy
modern America
a.
b.
c.
d.
6. List 4-5 reasons why the Renaissance began in Italy. Feel free to go beyond the text.
a.
b.
c.
d.
AP European History
Unit 1--Renaissance and Exploration
Reading Guide, pp. 330-39
Name:
Pledged:
1. Imagine you are a curator at the Uffizi Gallery and explain how the artists below employ
the following in their art: naturalism, classics, perspective, anatomy, portraiture.
Masaccio (1401-28)
Botticelli (1445-1510)
Donatello (1386-1466)
Brunelleschi (1377-1446)
Leonardo (1452-1519)
Michelangelo (1475-1564)
Francesca (1420-96)
Raphael (1483-1520)
Alberti (1404-72)
2. How does the document on p. 337 illustrate the changing status and role of the artist in
Renaissance society?
3. Define humanism in your own words.
4. Devise a web with “humanism” at the center and that clearly organizes the following
terms around it (also add your own): Mirandola/Oration on Dignity of Man , philology,
rhetoric, neo-Platonism, Bruni, Alberti, Scholasticism, Valla, Cicero, classics, human body,
civic humanism, Castiglione/ Book of Courtier, etiquette, science, Galen, Hippocrates,
ballistics.
AP European History
Unit 1--Renaissance and Exploration
Reading Guide, pp. 339-50
Name:
Pledged:
1. Using the text and the document on p. 340, list 4-5 principles of Machiavelli’s The Prince
and analyze the extent to which modern leaders employ his ideas.
a.
b.
c.
d.
e.
2. For the FIVE Great Powers of Italy, explain which modern actor/actress would best
portray them in a movie and then give 1-2 facts about each. Alfonso of Aragon (1442-58)
F. Sforza (1401-66) doge
(1449-92)
Florence--
Venice--
Milan--
Papal States--
Naples--
condottieri Great Council Book of Gold Medici Lorenzo the Magnificent
3. How did the Italian states alter European diplomacy?
4. Analyze the political and economic conditions that led to the end of the Renaissance in
Italy around 1500. Peace of Lodi (1454) Ludovico il Moro Mehmed II (1451-80)
Charles VIII (1483-98) sack of Rome, 1527
5. Imagine you are a reporter and give a brief account of how the Turks captured
Constantinople and indicate the significance of this event.
AP European History
Unit 1--Renaissance and Exploration
Reading Guide, pp. 356-66
Name:
Pledged:
1. Explain the following as the means and motives for exploration/colonization. Lusiads
caravel spices
Economic--
gold
astrolabe
dead reckoning
compass
Albuquerque
Technological--
Religious--
Political--
2. Provide an interpretation on how these factors interacted to promote exploration.
3. Write a response to the document on p. 359 from the perspective of a Native American
to your experience of contact with Europeans.
4. Rank the following explorers in terms of importance and offer a 1-sentence explanation:
Balboa, Columbus, Cortes, da Gama, Dias, Magellan, Pizarro, Prince Henry the Navigator
5. Check out the Web document referenced on p. 363 and analyze how it displays the
attitude of the conquistadores.
6. Solve the mystery: Why was the small nation of Portugal (1 M people) with few natural
resources able to create a maritime empire (see p. 364)? Connected mystery: Why was
Spain able to overwhelm the highly sophisticated Aztecs with only 550 men and 16 horses?
Treaty of Tordesillas
7. Many historians rank the discovery of the New World as the single most important event
of the last millennium. Using the document reference on p. 366 and text discussion,
evaluate this claim. de las Casas Columbian Exchange tomato potato
AP European History
Name:
Unit 1--Renaissance and Exploration
Reading Guide, pp. 354-55, 360-61, 367-79
Pledged:
1. How does the portrait of Henry VIII convey the power of the king and his nation in the
16th century (“Astride the World”)?
2. After reading “Isabella of Castile,” imagine you are the queen and give a speech summing
up your life and reign.
3. On the map below and using the text discussion, indicate the important features for each
nation or region, such as population, trade, rulers, or historical context. New Monarchs
Mongols
Ottomans Balkans
Teutonic knights
Low Countries reconquista Ferdinand & Isabella
Jagiellons
Holy Roman Empire
Moors
4. Make a balance sheet of those forces which hindered and promoted the centralization of
power in the sixteenth century.
promoted
hindered
5. Fill out the following chart for the respective nations. Note terms.
Nation
Challenge
Response
Result
France
England
Spain
Russia
Poland
* Burgundy 100 Years War army langue d’oil/d’oc taille
gabelle aide
Battle of Nancy
* War of Roses Privy Council Henry VII/Henry VIII parliament Thomas Cromwell confiscation of Church lands
* reconquista corregidores/hermandades Charles V Moors/Granada Spanish Inquistion Cardinal Jimenes cortes
Aragon converses/Jews
* serfdom Mongols Novgorod Byzantine Tatars Ivan III boyars streltsy Zemsky Sobor
Ivan IV
* Vladislav II Casimir IV nobility
Castile &
6. As Anne Boleyn’s sister, write a letter to a friend describing how she died (see p. 374).
7. Use the document on p. 376 and map on p. 377 to draw a conclusion about the process
of state-building in France in the 15th/16th centuries.
AP European History
Unit 2--Religious Reform and Upheaval
Reading Guide, pp. 388-96
(Note: underline use of all terms in your responses!)
Name:
Pledged:
1. What does the feature, “Sola Scriptura,” reveal about the importance of the printing press
in the success of religious reform?
2. List FIVE ways in which printing changed European culture. Gutenberg
a.
b.
c.
d.
e.
3. Draw a Venn diagram that briefly illustrates the similarities and differences of the Italian
and Northern Renaissances.
4. In 3-4 sentences, explain the 1. interests, 2. methods, and 3. goals of the Christian
humanists. Erasmus Thomas More Juan Luis Vives
Polyglot Bible Marguerite of Navarre
5. After reading the selection from Utopia (see Web), the “Closer Look” (pp. 394-95), and
the document from Erasmus (p. 393), devise a Christian humanist curriculum and mission
statement for your school.
AP European History
Unit 2--Religious Reform and Upheaval
Reading Guide, pp. 396-401, 379-83
Name:
Pledged:
1. Describe the religious mood on the eve of the Protestant Reformation.
2. Imagine that you are a member of the clergy and write a letter to the pope in which you
criticize the attitudes and practices of your colleagues. pluralism absenteeism simony
nepotism
3. Take the role of a Lutheran propagandist. Draw a political cartoon on how Luther came
to oppose the Catholic Church.
indulgences 95 Theses J. Eck salvation
Frederick “the Wise” Albrecht of Brandenberg
4. Using the Web document (“The German Mass”), “On Marriage” (p. 400), and the text
discussion, write a brief paragraph with the following sentence as a thesis: “Luther was a
theological revolutionary but a social and political conservative.”
5. Fill out the following chart on Luther, using the terms, making sure to provide brief
explanations/summaries. Address to the German Nobility
Charles V
sola fide, sola scriptura, sola gratia
Real Presence
peasant revolts
On the Freedom of the Christian
On the Babylonian Captivity of the Church
"priesthood of all believers"
Major Works:
Doctrines/Sacraments:
Allies (A) and Opponents (O):
Church and State:
Style and Worship:
Areas of Strength:
6. Imagine you are a religious woman in the mid-16th century. Explain what you find
appealing and lacking in the reformed faiths.
AP European History
Unit 2--Religious Reform and Upheaval
Reading Guide, pp. 401-05, 408-09
Name:
Pledged:
1. How and why did Luther’s ideas spread to Scandinavia? Gustav Vasa Olaus Petri
2. Write a brief sermon in your own words defending the doctrine of predestination.
3. Mystery: Why do you think the attack on the Catholic Church split into so many different
movements? Give at least 2-3 reasons.
4. Fill out the following chart for Zwingli, Calvin, and the Anabaptists, incorporating the
terms, along with brief explanations/summaries. Zurich Charles V Swiss Civil War Institutes of
the Christian Religion
democracy
Francis I
predestination Geneva Ecclesiastical Ordinances
adult baptism Menno Simons Balthasar Hubmaier Moravian Brethren
Zwingli
Calvin
Consistory
Anabaptists
Major Works
Doctrines/
Sacraments
Allies and
Conflicts
Church and
State
Style and
Worship
Areas of
Strength
5. Find a brief account of the Marburg Colloquy (use the Web), 1529, and write a headline
and brief report on this debate between Luther and Zwingli, with some analysis.
AP European History
Unit 2--Religious Reform and Upheaval
Reading Guide, pp. 405-07, 379-83, 416
Name:
Pledged:
1. Imagine you are a supporter of Luther living in England. Write briefly to a friend on the
continent on the prospects for reform in England. Defense of the Seven Sacraments
2. Create a soap opera title for the shifting religious situation in England, 1533-58. Then give
a brief character sketch of each of the "actors" below. Put the events in chronological order,
explaining briefly what impact they had on the "plot." Title:
Cardinal Wolsey-Book of Common Prayer ( )-Henry VIII--
Act of Supremacy ( )--
Thomas Cranmer--
39 Articles ( )--
Thomas Cromwell--
Thomas More’s execution ( )--
Charles V--
Marian exiles ( )--
Clement VII--
king’s divorce ( )--
Anne Boleyn--
Treason Act ( )--
Thomas More--
Pilgrimage of Grace ( )--
Edward VI--
confiscation of church lands ( )--
Mary I-Catherine of Aragon--
3. List 4-5 changes in warfare in the sixteenth century and write a one-sentence thesis
regarding the impact of these wars.
a.
b.
c.
d.
e.
thesis:
4. In a paragraph, analyze the political and religious goals of Charles V and assess the extent
to which he met these? Francis I Italian (Hapsburg-Valois) Wars Treaty of Madrid Suleiman “the
Magnificent”/Ottoman Empire
Diet of Augsburg
Schmalkaldic League/Wars
5. Look carefully at the map of Europe ca. 1555 on p. 415.
repercussions of the Protestant Reformation for Europe.
Peace of Augsburg
Analyze the political
AP European History
Unit 2--Religious Reform and Upheaval
Reading Guide, pp. 409-16
Name:
Pledged:
1. Using the terms as examples, create a profile of the new kind of clergyman of the Catholic
revival. New Piety Imitation of Christ
Brethren of the Common Life
Jimenez de Cisneros
John Colet
Gianlorenzo Giberti
Capuchins (M. Bascio)
Teresa of Avila
Ursulines (A. Merici)
2. How do the documents on p. 411 and pictures on pp. 412-13 illustrate the new Catholic
piety?
3. See the Web document (“Rules of Thinking”) and analyze how Loyola’s rules demonstrate
his experiences and the goals and practices of the Jesuits.
4. Make a diagram that shows how the Catholic Church responded to the Protestant
Reformation. Teresa of Avila Capuchins Jesuits Paul III Ursulines/A. Merici Paul IV Cardinal
Contarini/Reform Commission
Roman Inquisition
Council of Trent
Index of Prohibited Books
5. Two-part analysis as an historian: A. Why is the Council of Trent important (2-3
sentences)? AND B. Was the Catholic Church successful in responding to the Protestant
Reformation (2-3 sentences and include your criteria for "success")?
AP European History
Unit 2--Religious Reform and Upheaval
Reading Guide, pp. 420-32, 434
Name:
Pledged:
1. How does the painting, “Massacre of the Innocents,” comment on the religious warfare of
the period, 1555-1648?
2. Take the role of a European ruler and explain the importance to your power of the
concept “one king, one faith, one law.” Peace of Augsburg
3. Choose one or more female rulers of the sixteenth century and answer John Knox’s
charge (“Monstrous Regiment of Women”) with specifics of how women can rule.
4. Philip II has generally earned a bad reputation among English historians. Based on the
textbook account, do you think this reputation is deserved?
5. Fill out the chart for the relevant religious war, making sure to place terms in the proper
section and offer brief explanations.
French Relig. Wars
Neth. v. Spain
England v. Spain
causes/origins
conflicting
groups
leaders
key events
results/
resolution
* Catherine de Medicis Huguenots Valois Guise St. Bartholomew's Day Massacre Henry Bourbon (IV)
War of Three Henries Edict of Nantes
* Philip II Spanish Inquisition Lepanto Calvinism William of Orange, "the Silent" Council of Blood Duke of Alba
"sea beggars" Pacification of Ghent Duke of Parma
Union of Arras
Union of Utrecht Twelve Years' Truce
* Act of Uniformity Elizabeth I Mary, Queen of Scots Francis Drake Spanish Armada
6. After reading the documents in this section (incl. Web), comment on the varying views
they offer for the religious passions of this era. To what extent are such views still alive
today?
Montaigne Edict of Nantes
AP European History
Unit 2--Religious Reform and Upheaval
Reading Guide, pp. 435-46
Name:
Pledged:
1. Draw a diagram or chart to show how dynastic and territorial conflicts affected Sweden,
Denmark, Poland-Lithuania, and Russia. Sigismund III Time of Troubles M. Romanov
Rad
Reval
Riga
Danish War
G. Adolphus
Charles IX
2. Using the documents on pp. 441, 443, the map on p. 444, and the picture on p. 445,
respond as someone who has experienced total warfare in the 20th century to these views of
warfare in the seventeenth century.
3. Analyze the relationship between politics and religion in the Thirty Years’ War in a
paragraph. Peace of Westphalia
4. Fill out the chart below on the Thirty Years War. Make sure you employ at least 10
specific events and/or people. For the first part, focus on the status of the Holy Roman
Empire. For the last part, focus on the Peace of Westphalia (1648).
Causes:
Bohemian Phase Danish Phase
(1618-25)
(1625-29)
Swedish Phase
(1629-35)
Franco-Swedish
Phase (1635-48)
leaders
contestants
key battles
results
Overall Results:
5. In 1-2 sentences, respond to this prompt: “The Thirty Years War and Peace of Westphalia
put the final nail in the coffin of medieval Europe.”
AP European History
Name:
Unit 3--Early Modern Society, 1500-1650
Reading Guide, pp. 450-60
Pledged:
(Note: underline use of all terms in your responses!)
1. What does the vignette, "Haymaking," suggest about the dangers of "presentism" (judging
the past by today's standards or inappropriately applying contemporary concepts to the
past)? 2-3 sentences
2. Imagine you are a sixteenth-century travel writer. Briefly describe rural life in Europe for
the following topics, noting regional diversity (esp. East v. West). three-field system (and twocrop)
robot/corvee subsistence farming seigneur
village life:
agricultural/animal husbandry system:
housing:
climate/pace of life:
diet:
3. "Living By One's Wits" (p. 454) reflects the social conditions of early modern Europe and
how to survive them. In fact, many fairy tales were set down during this period, with the
object of showing peasants how to survive in a capricious world. Either explain how such a
fairy tale ("Little Red Riding Hood," "Puss and Boots," e.g.) conveys this message or make up
a very brief one of your own that does.
4. Make diary entries over several days that touch on the areas below and that suggest how
an individual burgher might interact with his/her urban environment.
1. trade/exchange, 2. occupations, 3. rhythms, 4. countryside interaction
Date: __________ Place: ____________
Date: __________ Place: ____________
Date: __________ Place: ____________
5. Make a reasonably detailed flow chart that shows the effects of population growth and
the Price Revolution on the economy and society, 1500-1650. Note: post-1550 shift
AP European History
Unit 3--Early Modern Society, 1500-1650
Reading Guide, pp. 460-68
Name:
Pledged:
1. Explain 3-4 assumptions regarding European social life and explain how they differ from
modern American social constructs. Great Chain of Being
hierarchy
Body Politic
status
2. Give 4-5 facts that convey the distinctive features of noble status in the period and
provide 3-4 specific examples on the map to show the national variations mentioned in the
text. nobles of sword nobles of the robe
3. Being a town dweller (burgher = bourgeoisie) was a unique position, caught between
(and envious of) noble status and the usually impoverished peasants beneath, while
remaining outside of the feudal system. Devise a satirical (and humorous) Top Seven list that
conveys the unique position, behavior, and attitudes of town dwellers.
moral economy
gentry
burghers
Esch
villein
7.
6.
5.
4.
3.
2.
1.
4. Identify changes in the early modern economy and society and analyze what impact they
had on European life. Price Rev. poverty "sturdy beggars" crime “deserving poor”
5. Take the role of a peasant and write a pamphlet explaining what conditions have led to
your revolt and what its goals are. Be specific. enclosure
subsistence
commons German
Peasants War
Western Rising/Ket's Rebellion
AP European History
Unit 3--Early Modern Society, 1500-1650
Reading Guide, pp. 468-79
Name:
Pledged:
1. For each category below, describe the typical family of this period and the interesting
exceptions (e.g., specific nations or regions).
Person
* Husband/Father
Role/Duties
Exceptions
* Wife/Mother
* Children
* Servants/
Apprentices
* Extended Family?
2. How does the writer on pp. 470 argue for women's capabilities and indict men's
behavior? Contrast the document with the Web source, “The Ideal Wife.”
3. In 1-2 sentences, explain the importance of community in early modern Europe. Then,
using the diagram below, indicate some of the important rituals, festivals, and ceremonies
that might take place, describing them briefly. Be creative.
4. Imagine that you took part in a charivari in 1604 in a French village. Describe what
happened and subtly indicate the purpose of such rituals. (See pp. 476-77)
5. Explain some of the popular beliefs of early modern Europeans and explain why IN
PARTICULAR IN THIS PERIOD (1500-1650) there was widespread persecution of witches.
magic astrology alchemy witchcraft
attitudes toward women
AP European History
Name:
Unit 4--Scientific Revolution
Reading Guide, pp. 514-19
Pledged:
(Note: underline use of all terms in your responses!)
1. After reading “Rembrandt’s Lessons,” be a civic booster for Amsterdam. Explain why
scientific achievement and economic progress thrive in your city.
2. How does Galileo’s letter to Duchess Christina (Web) challenge the traditional view of
science and show the materialism and mathematical outlook of the New Science?
3. Imagine that you are a Church Inquisitor investigating Galileo's discoveries in the "Starry
Messenger" (see p. 520) and his theories in Dialogue of the Two Chief World Systems. Write
a memo to the Holy Office, giving 4 reasons why his ideas may be valid and 4 reasons why
they should be suppressed.
Pro
Con
a.
b.
c.
d.
4. Identify THREE problems that Copernicus and other astronomers were attempting to
resolve with the Aristotelian system by using the documents and illustration on pp. 517-19.
Draw both the geocentric and heliocentric systems below.
AP European History
Unit 4--Scientific Revolution
Reading Guide, pp. 519-25
Name:
Pledged:
1. Identify and explain 4-5 background causes of the Scientific Revolution, including a
balanced statement of the medieval legacy. Renaissance magic mathematics Hermeticism
a.
b.
c.
d.
e.
2. I am not convinced after reading the text that there were significant advances in medicine
until Louis Pasteur in the nineteenth century. Prove me wrong by arguing for the
importance of medical advances in the sixteenth and seventeenth centuries. four humors
Paracelsus
Andreas Vesalius William Harvey Malpighi
Robert Hooke Anton von Leeuwenhoek
3. Devise an imaginary account of Leeuwenhoek making the intellectual leap to the notion
of bacteria causing disease. How might this have occurred and explain the implications for
his “discovery.”
4. The book, The 100, ranks Newton as the 2nd most important figure in the history of the
world (higher than Jesus)! After reading the text, explain why this might be so, and also add
one qualification that explains how he wasn't very "scientific."
5. How did Bacon and Descartes develop the scientific method? See Web document for
Bacon (referenced on p. 519) and for Descartes on p. 524.
6. Explain the purpose of the scientific societies founded in the seventeenth century and
analyze the impact they had on the development of science. Royal Society of London
French Academy of Sciences
7. Argue specifically and tangibly for the primary importance of the Scientific Revolution in
the history of Europe. 3-4 sentences
AP European History
Unit 5--The Growth of the State, 1600-1789
Reading Guide: pp. 484-96
Name:
Pledged:
1. How does Versailles symbolize the greatness and limits of the absolutist state?
2. The art of great kings and of the Catholic Reformation is called baroque. It involved
drama and illusion to glorify church and state. Using the pictures in this section of the text,
write a letter as a painter asking for patronage and explain what works of art you will create
for him/her. Van Dyck Valezquez
Rubens
Shakespeare
3. Read the text and Web document by James I and identify 3-4 principles of divine rule.
a.
b.
c.
4. Using the sections on Court/Courtier, Administration, Taxation, as well as the terms,
create a diagram that shows how the absolutist state worked in reality. Also write a 1sentence thesis on how and why the ideal differed from the reality (note any national
differences).
Richelieu
Count-Duke Olivares
duke of Buckingham
parlements
letrados
intendants
impositions
justices of the peace
Ship Money
assizes
Union of Arms
taille
paulette
milliones
Thesis:
5. List 4-5 reasons for the prevalence of resistance to absolutism in the seventeenth century.
a.
b.
c.
d.
e.
6. Write a pamphlet arguing for the right to resist absolutism
Give examples.
Palermo/Naples (1647)
Fronde/Mazarin
Portugal/Catalonia
Philippe Duplessis-Mornay
J. Milton
de Mariana
AP European History
Name:
Unit 5--The Growth of the State, 1600-1789
Reading Guide: pp. 502-04, 487 (doc.), 506-09Pledged:
1. Provide the Top Five reasons, according to Hobbes and Bossuet, of the need for
absolutism. Use the picture on p. 502 and document on p. 503.
a.
b.
c.
d.
e.
2. Explain the contributions of the each of the following and rank their importance in laying
the foundations of absolutism in France.
Figure
Richelieu
Mazarin
Colbert
Louvois
Louis XIV
Years
Actions
Results
Rating
3. Using the document on p. 487 and text, imagine that you are a noble at Versailles and
with a few diary entries show your transformation from starry-eyed amazement to
disillusionment and cynicism. appartement
etiquette
Date: ______________
Date: ______________
Date: ______________
4. Imagine you are a Huguenot who has just had his/her religious freedom suspended by
Louis XIV. Write a pamphlet in opposition to these policies and explain why and where you
will be emigrating.
5. Using Web documents (p. 509) and text, analyze the extent to which Louis fulfilled his
stated goal of “one king, one faith, one law.”
AP European History
Unit 5--The Growth of the State, 1600-1789
Reading Guide: pp. 525-34
Name:
Pledged:
1. Identify and explain how each of the following facilitated European trade with the world.
One sentence each.
Entrepot—
Bank of Amsterdam—
Flyboat—
Triangular Trade—
Giro banking—
Bills of exchange—
Bank of England—
2. Imagine you are a merchant in mid-18th century England. Convey a sense of the new
goods and consumption habits through samples of your account books and memoranda.
Bank of England
sugar
tobacco
triangular trade
Navigation Acts
rice
indigo
slaves
rum
Year: _________
Debits
calicoes
spices
silks
cotton
coffee
tea
Credits
memo:
Year: _________
memo:
3. Write a brief travel account that demonstrates how the Dutch came to commercial
leadership in Europe. Stock Exchange Bank of Amsterdam Dutch East India Company entrepot
4. Using the map below, show the flow of goods around the world in the 17th century.
5. Explain how and why slavery and the slave trade have played a significant role in the
history of 3 continents. What legacies of slavery remain? global economy "sugar factories"
6. After reading “A Closer Look,” provide an historical analysis of what contributed to the
seemingly irrational tulip mania in 17th-century Netherlands. What might be a contemporary
equivalent?
AP European History
Unit 5--The Growth of the State, 1600-1789
Reading Guide: pp. 496-502
Name:
Pledged:
1. At its core the English Civil War was a conflict between the ______________ and the
________, but also a ______________ struggle. Fill in the sentence and write a 1-2 sentence
thesis on the causes of the English Civil War.
Thesis:
2. Fill out the chart below on the English Civil War for the empty items with BRIEF
explanations. Look up missing terms on the Web.
People/Groups
Events
James I (Stuart, 1603-25)-True Law of Free Monarchy (1598)--an illconsidered theoretical work by James I
justifying absolutism
Puritans-Gunpowder Plot (1605)--a plot by
Catholics to blow up Parliament, led to
strong anti-Catholic sentiment
episcopal v. Presbyterian-Petition of Right (1628)-gentry (JOPs/sheriffs)--
personal rule/Ship Money, 1629-40--
Charles I (1625-49)--
Book of Common Prayer and Scottish
revolt (1640)--
William Laud--
Long Parliament, 1640-60--
John Pym & radicals--
limitations on royal authority, 1640-42-
Cromwell & New Model Army--
Civil War, 1642-46--
indep. v. Presbyterians—
Rump Parliament (1648-49)/exec. of king-
Levellers--
Commonwealth, 1649-53-Instrument of Govt.-Irish/Scottish uprising-Decl. of Indulgence (1672)--
Charles II (1660-85)-"Stuart restoration"
Whigs v. Tories—
James II (1685-88)-William and Mary--
Test Act (1673)-Glorious Revolution, 1688-89-Bill of Rights/Toleration Act--
3. Imagine you are a supporter of the king AND a supporter of Oliver Cromwell. Write two
different accounts of Charles’s execution.
pro-king
pro-Cromwell
4. How does the Web document (p. 501) reflect John Locke’s political philosophy? What is
the significance of the Glorious Revolution?
5. Based on the chart from p. 501, what can you conclude regarding European politics and
diplomacy in the seventeenth century? Avoid simplicity.
AP European History
Unit 5--The Growth of the State, 1600-1789
Reading Guide: pp. 534-44
Name:
Pledged:
1. Identify and briefly explain the THREE key assumptions/ideas of mercantilism.
1.
2.
3.
2. Imagine you are Colbert. Write a memo to Louis XIV explaining how you will enhance
France’s wealth through mercantilism, thus surpassing Dutch and English prominence. Feel
free to use examples from these nations. Dutch East India Company British East India Company
monopoly
Date:
Navigation Acts
To:
From:
Re:
3. Analyze Adam Smith’s attack on and differing assumptions from mercantilism in the
document on p. 537.
4. Finish a short paragraph with that begins with this sentence: “Spices have played a major
role in shaping global trade and politics.” (See the “Nutmeg Wars” on pp. 538-39.)
5. Fill out the chart below for the commercial wars of the period, 1650-1715.
War/Years
Causes
Combatants/Leaders Battles
Results
Anglo-Dutch
Naval Wars
Franco-Dutch
War
Nine Years’ War
War of Spanish
Succession
*
*
*
*
New Netherlands William III
Treaty of Nijmegen
Grand Alliance William III
Queen Anne
John Churchill
Chatham
Blenheim
Ramilles
Treaty of Utrecht
Minorca
Gibraltar
asiento
AP European History
Unit 5--The Growth of the State, 1600-1789
Reading Guide: pp. 504-06, 550-54
Name:
Pledged:
1. Using the chart in the next reading guide, enter info related to Prussia and Russia for this
section of the text.
2. Why do you think Peter cared (p. 505) about the fashions of the Russia people?
TURN TO NEXT PAGE
3. Using the maps below and text discussion, identify key points, regions, colonies related to
shifts in the balance of power around 1715.
AP European History
Unit 5--The Growth of the State, 1600-1789
Reading Guide: pp. 555-567
Name:
Pledged:
1. According to the document referenced on p. 558, what are Peter’s accomplishments as
ruler of Russia? Write as a serf and tell what is left out of this “panegyric.”
2. Using the Web document (see p. 559) and the Web map (p. 560), analyze the extent to
which Peter I’s and Catherine II’s reforms modernized and strengthened Russia.
3. Fill out the chart for the relevant mid-18th century wars.
Pragmatic Sanction Silesia
Maria-Theresa
Frederick II Aix-La-Chapelle Diplomatic Revolution of 1756 Tsarina Elizabeth Peter III
Treaty of Hubertusberg
Treaty of Paris
Robert Clive
Conflict
War of Aust.
Succession,
1740-48
Seven
Years
War, 1756-63
Causes
Combatants/Leaders Battles
Results/Treaties
5. Fill out the chart below, with terms, for the relevant nations. Put a slogan next to each
nation that encapsulates their unique drive for power.
Slogan
Challenge
Response (Policies)
Results/Assessment
Prussia
Austria
Russia
Poland
* Hohenzollerns Fred. Will., Great Elector (1640-88)
Gen'l War Commissariat
Junkers
Huguenots
civil service Fred. Will. (1713-40)
army
Frederick II (1740-86)
legal codification
* siege of Vienna Leopold I (1658-1705)
Treaty of Karlowitz (1699)
Charles VI
Maria-Theresa (1740-80)
centralization of admin./taxes Pragmatic Sanction Joseph II (1780-90) Physiocracy abolition of serfdom
* boyars serfdom Peter I (1682-1725) Great Embassy, 1697-98 navy Senate Colleges of Math, Engin., Artillery
Table of Ranks Holy Synod St. Petersburg Great Northern War Catherine II (1762-96) Instruction Charter of Nobility
Law Code of 1649 Pugachev Revolt Treaty of Kuchuk-Kainarji (1774) poll tax fiscals
* Diet
Polish Partitions (see visual on p. 567 and map on p. 568)
5. mystery: How was the small and divided nation of Brandenburg-Prussia able to establish
itself as a major power in central Europe? See map on p. 561. Two sentences.
6. Imagine you are a reporter seeking to question the so-called "enlightened" monarchs on
their support for enlightened reforms. Ask them each one focused and challenging question
and provide their brief response. Next to their response, rank them 1-10 on their reform
efforts. “Enlightened monarchs” = Frederick II, Catherine II, Joseph II
AP European History
Unit 5--The Growth of the State, 1600-1789
Reading Guide: pp. 548-49, 567-75
Name:
Pledged:
1. Give a 3-4 sentence explanation of the nature of warfare in the 18th century. How did it
differ from the religious wars of the 16th-17th centuries and world wars of the 20th century?
2. If you were a British Member of Parliament (MP) and received a foreign visitor who
wanted to “see” the “British Constitution,” how would you respond to them and what
would you “show” them? House of Lords House of Commons king-in-parliament
3. Many portray Great Britain as an emerging democracy. Explain why this idea is not quite
true and how G.B. evolved in unique ways politically. United Kingdom Hanoverians House of
Commons/Lords
Prime Minister Robert Walpole
George III
John Wilkes
4. Create a political cartoon as an Indian nationalist calling for the end of all foreign rule.
Use specific terms/concepts from “West and the Wider World” (pp. 570-71).
5. Draw a crude diagram (geometric shapes?) showing the relative sizes of the major powers
and their alliances/conflicts as of 1795.
AP European History
Name:
Unit 6--The Old Regime and Enlightenment, 1700-89
Reading Guide, pp. 578-87
Pledged:
(Note: underline use of all terms in your responses!)
1. Write TWO brief accounts of the painting in “Happy Families,” one from the perspective
of the doting family and one from the perspective of the wet nurse.
doting mother/father
wet nurse
2. Plan an Enlightenment dinner party. Explain the atmosphere, entertainment, and devise a
brief guest list. J. Haydn W.A. Mozart salon
3. Read the documents on pp. 581-82, the Web document referenced on p. 582, then define
Enlightenment in 1-2 sentences.
4. Fill out the chart, using the documents where applicable.
Philosophe
Works
Main Ideas
Voltaire
Enl. Principles
Chatelet
Hume
Montesquieu
Rousseau
Locke
Hutcheson
Beccaria
Condorcet
Smith
5. Draw a diagram of the deist conception of God and explain how Enlightenment religious
views challenged traditional religious views.
6. To what extent were the so-called “enlightened despots” (Catherine II, Frederick II, Joseph
II) really enlightened? S. Cocceji Law Commission Jesuits Patent of Toleration Physiocrats
AP European History
Name:
Unit 6--The Old Regime and Enlightenment, 1700-89
Reading Guide, pp. 587-91, 595-97, 601-03 Pledged:
1. Fill out the following chart for the social order of eighteenth-century Europe.
Class
Status
Activities
Changes/Issues
Reg’l Variations
nobles
bourgeoisie
masses
* grandees hidalgos
salons state offices
country houses grand tour
entail primogeniture Esterhazys
Radziwills
Hungarian Diet
* Regents of Amsterdam petite bourgeoisie trade
professions
travel
* poverty (foundling) hospitals illegitimacy
celibacy T. Malthus infanticide crime (un)deserving poor
2. Take the role of a young noble. Write a brief letter to a like-minded friend that
demonstrates the concerns and attitudes of your class.
3. Draw a satirical cartoon that shows why the bourgeoisie were scorned in the 18th century.
4. Create a rough chart of Europe’s population from 1600-1800 (use other chapters for fuller
data), showing regional variations and reasons for the changes.
5. Read the Web document by Malthus (p. 596) and list 4-5 of his main ideas and assess the
extent to which his theories have validity AND implications for today.
a.
b.
c.
d.
e.
Assessment:
6. Analyze the reasons for the rise of poverty in the 18th century and evaluate the responses
to it. emigration
hospitals
AP European History
Name:
Unit 6--The Old Regime and Enlightenment, 1700-89
Reading Guide, pp. 597, 600-01, 641-43 Pledged:
1. Draw a diagram of a "modern" farm in eighteenth-century England that shows the practices
of the Agricultural Revolution. animal husbandry fodder crops 4-crop field rotation fertilizers
maize
potato
2. Write a pamphlet as Charles “Turnip” Townsend advocating the benefits of the new
scientific agriculture. Holland England
enclosure
market production
clover
turnips
manure
meadow floating
convertible husbandry
3. Now take the role of a smallholder driven from the land by the enclosure movement
(through act of Parliament) and respond to the above pamphlet by Townsend. poverty
open-field village
“dark satanic mills”
4. How do you account for the data in the chart on p. 643?
AP European History
Name:
Unit 6--The Old Regime and Enlightenment, 1700-89
Reading Guide, pp. 591-95, 597-98, 603-04 Pledged:
1. Many historians point to the period 1500-1800 as a gradual process of elite and popular
cultures diverging. Make a Venn diagram that shows the similarities and differences in the
interests, beliefs, and leisure activities of both the educated and the masses. Use at least 20
terms from the text of your own choosing.
2. Immanuel Kant (some consider the greatest philosopher after Plato) distinguished
between living in an "Age of Enlightenment" (a process) and an "enlightened age" (an
accomplished fact). Discuss how Kant's distinction might apply in the areas below.
education:
crime and punishment:
medicine:
family life:
3. How does the document on p. 594 reveal about the tension between new and traditional
attitudes toward romantic love and marriage in the 18th century?
4. Be an advocate for reform in child-rearing practices. Write a brief, focused pamphlet
explaining and justifying the new practices and condemning the attitudes and practices that
interfere with them. Emile
breast-feeding
jigsaw puzzles
Pretty Little Pocket Book
infanticide
J. Locke
foundling homes
nuclear family
companionate marriage
illegitimacy
birth
wet nurses
toys
5. How does the feature, “Giving Birth,” reveal the complex 18th-century attitudes about
scientific progress, sexuality, and gender?
6. Be a bourgeois social reformer and condemn the popular culture of the masses.
blood sports
Carnival
almanacs
romances
taverns
gin/vodka
AP European History
Name:
Unit 7--French Revolution and Napoleon
Reading Guide, pp. 608-13
Pledged:
Note: use and underline all terms. Some terms will not appear in the text but can be
accessed at the excellent Web site: chnm.gmu.edu/revolution/
1. Analyze the artist’s attitudes and intentions in “18th-Century Revolution,” as well as
evaluate his use of symbolism. What did he get “wrong” in his visual?
2. Be a French historian and make a case for the French Revolution being more significant
than the American Revolution.
3. The marquis de Lafayette was a young and idealistic aristocrat who participated in the
American Revolution (after the conclusion of the Franco-American alliance in 1778), making
friends with Washington, Hamilton, and other revolutionary leaders. As Lafayette, write a
letter to a friend that illustrates the impact your involvement had on you.
4. Fill out the following chart for the causes of the French Revolution, incorporating the
relevant terms beneath. Look up any missing terms.
Cause
Conditions
Effects
social
economic
financial
political
intellectual
Three Estates
Segur Law
tax exemptions
bourgeoisie
Enlightenment
Old Regime
debt
Subsistence/economic crisis, 1787-88 parlements
Assembly of Notables intendants
Estates-General
cahier de doleances
Society of Thirty Louis XVI
War of U.S. Indendence
lettres de cachet
5. Write a 2-3 sentence thesis on how long-term and short-term causes interacted to produce
the French Revolution.
6. For a mini-DBQ, look at the visuals (pp. 611-12) and read the document (p. 613), then
respond to this question: “Analyze the various ways in which artists and intellectuals
portrayed the grievances of the Third Estate.” You may use text for outside information.
AP European History
Unit 7--French Revolution and Napoleon
Reading Guide, pp. 613-21
Name:
Pledged:
1. Make a timeline (with brief explanation) of the following events during the "moderate"
phase of the revolution, from June 1789-August 1792. Abbe Sieyes
National Assembly
Tennis Court Oath Bastille National Guard Great Fear
abolition of feudalism assignats
Declaration of Rights of Man march on Versailles (Oct. Days) confiscation of Church lands Civil
Constitution of Clergy Constitution of 1791 83 departments
Jacobins
king's escape
Declaration of Pillnitz
declaration of war
revolution of Aug. 10, 1792
Haitian slave revolt
2. How do the visuals on pp. 614, 616, 617 portray the key events of the revolution? How
might such images be "propagandized"? 3-4 sentences
3. List FIVE ways in which the document on p. 618 reflects the principles of the
Enlightenment.
a.
b.
c.
d.
e.
4. After reading the document on p. 619, write a brief pamphlet that assesses the
participation of women in the revolution as of 1792 and explains their goals and
contributions. October Days Society for Revolutionary Republican Women (see section on pp. 62425) Olympe de Gouges
5. How does the map on p. 615 reveal the problems and issues facing the revolution?
6. Draw a political cartoon condemning the monarchy and urging more radical course for
the revolution. Add a sentence that explains how and why attitudes toward the king
changed.
1-sentence analysis:
AP European History
Unit 7--French Revolution and Napoleon
Reading Guide, pp. 621-26
Name:
Pledged:
1. Briefly define/explain the following terms. Look up missing ones.
* September Massacres--
* Constit. of 1793--
* Georges Danton--
* Reign of Terror--
* National Convention--
* Louis Saint-Just--
* Girondins--
* "representatives on mission"--
* the "Mountain"--
* Law of General Maximum--
* decl. of republic--
* de-Christianization--
* execution of king--
* revolutionary calendar--
* Paris Commune--
* Law of 14 Frimaire--
* Vendee/Lyons/Marseilles--
* sans-culottes--
* Max. Robespierre--
* Republic of Virtue--
* Comm. for Public Safety--
* Robespierre guillotined--
* levee en masse--
* Thermidor--
2. Write two brief speeches before the National Convention, one supporting and one
opposing the execution of Louis XVI.
3. To what extent was the Reign of Terror justified to deal with foreign invasion,
counterrevolution, and economic crisis? Visit Web site to view a copy of Robespierre’s
speech “Terror is the Order of the Day” before responding.
4. After reading “A Closer Look” (pp. 622-23), take the role of a humanitarian reformer and
explain the virtues of the guillotine and assess its use and abuse during the revolution.
5. List the pros and cons of Jacobin rule during the Reign of Terror.
positives
negatives
6. Identify and briefly explain the nature of and problems with the Directory, 1795-99.
AP European History
Unit 7--French Revolution and Napoleon
Reading Guide, pp. 626-32
Name:
Pledged:
1. Use the visuals in this section and the Web documents (p. 626, 631) to analyze the various
views regarding Napoleon’s appeal, success, and failure.
2. For the following terms (see Web site for those missing), categorize them as either
successes or failures for Napoleon, and add a brief explanation.
creations of republics
Continental System
Concordat of 1801
abolition of serfdom and feudalism
invasion of Russia
aggrandizement of his family
nationalism
economic stimulation
manipulation of law and religion
great military conquests
1,000,000 French casualties
Treaty of Tilsit
Successes
Reasons for Success
Egyptian campaign
centralized authority
Legion of Honor
political repression
financial exploitation of conquered lands
religious toleration
public works
contempt for mankind
public education system
Peninsular War
abolition of Holy Roman Empire
Battle of Trafalgar
Failures
Reasons for Failure
3. Napoleon has been described as variously an enlightened despot (in the tradition of
Frederick the Great), a preserver of the ideals of the revolution, or the first modern dictator.
Using the attached interpretations, take a position on this question and argue it briefly
below.
4. Write a letter to the editor as a woman commenting on the Napoleonic Civil Code.
5. Identify 4-5 criteria for evaluating the success or failure of an historical figure like
Napoleon; then write a 1-sentence thesis evaluating Napoleon’s success/failure.
a.
b.
c.
d.
e.
1-sentence thesis:
Europe and the French Imperium: Napoleon as Enlightened Despot
Geoffrey Bruun
As with most charismatic figures, it has been difficult to evaluate Napoleon objectively from a historical perspective.
Even before his death, a number of myths were developing about him. Since then much o the debate among scholars
has f dealt with whether Napoleon should be considered a defender or a destroyer of the revolution, whether his rise to
power reversed the revolutionary tide or consolidated it. In the following selection Geoffrey Bruun argues that Napoleon
should be viewed more as an eighteenth-century enlightened despot than as anything else.
Consider: Bruun's support for his contention that Napoleon was to a considerable degree a "son of the philosophes";
the ways in which Napoleon differed from eighteenth-century monarchs; whether Bruun's view is supported by
Napoleon's decree issued from Madrid.
The major misconception which has distorted the epic of Napoleon is the impression that his
advent to power was essentially a dramatic reversal, which turned back the tide of democracy and
diverted the predestined course of the revolutionary torrent. That this Corsican liberticide could
destroy a republic and substitute an empire, seemingly at will, has been seized upon by posterity as
the outstanding proof of his arrogant genius. To reduce his career to logical dimensions, to
appreciate how largely it was a fulfillment rather than a miscarriage of the reform program, it is
necessary to forget the eighteenth century as the seedtime of political democracy and remember it as
the golden era of the princely despots, to recall how persistently the thinkers of that age concerned
themselves with the idea of enlightened autocracy and how conscientiously they laid down the
intellectual foundations of Caesarism. Napoleon was, to a degree perhaps undreamed of in their
philosophy, the son of the philosophes, and it is difficult to read far in the political writings of the
time without feeling how clearly the century prefigured him, how ineluctably in Vandal's phrase l'idee
a precede l'homme.
All the reforming despots of the eighteenth century pursued, behind a façade of humanitarian
pretexts, the same basic program of administrative consolidation. The success achieved by Frederick
the Great in raising the military prestige and stimulating the economic development of Prussia
provided the most notable illustration of this policy, but the same ideals inspired the precipitate
decrees of Joseph II in Austria, the cautious innovations of Charles III of Spain, the paper projects
of Catherine the Great of Russia and the complex program pursued by Gustavus III in Sweden.
Military preparedness and economic self-sufficiency were the cardinal principles guiding the royal
reformers, but they also shared a common desire to substitute a unified system of law for the juristic
chaos inherited from earlier centuries, to eliminate the resistance and confusion offered by guilds,
corporations, provincial estates and relics of feudatory institutions, and to transform their inchoate
possessions into centralized states dominated by despotic governments of unparalleled efficiency
and vigor. In crowning the work of the Revolution by organizing a government of this type in
France, Napoleon obeyed the most powerful political tradition of the age, a mandate more general,
more widely endorsed, and more pressing than the demand for social equality or democratic
institutions. Read in this light, the significance of his career is seen to lie, not in the ten years of
revolutionary turmoil from which he sprang, but in the whole century which produced him. If
Europe in the revolutionary age may be thought of as dominated by one nearly universal mood, that
mood was an intense aspiration for order. The privileged and the unprivileged classes, philosophers,
peasants, democrats, and despots all paid homage to this ideal. Napoleon lent his name to an epoch
because he symbolized reason enthroned, because he was the philosopher-prince who gave to the
dominant aspiration of the age its most typical, most resolute, and most triumphant expression.
Napoleon as Preserver of the Revolution
George Rude
In recent years historians have become more reluctant to categorize Napoleon under any one label. Instead, they tend to
interpret more judiciously his words and deeds, taking care to note that both were inconsistent and even contradictory at
various times. This tendency among historians is exemplified in the following selection by the well-known British social
historian George Rude. Rude, who has emphasized looking at history from the bottom up, sees Napoleon as
sympathetic to and supportive of the revolution.
Consider: How Bruun and Cobban might reply to Rude`s interpretation; the ways in which this interpretation is
supported or contradicted by the primary documents.
Napoleon himself believed that his work was a kind of crowning of the Revolution, and he was
remarkably honest about his friendship with Robespierre's brother. He defended Robespierre from
the charge of being bloodthirsty; he respected him as a man of probity. Napoleon would never have
imagined that his own career could have flourished as it did without the surgery performed on
French society by the Revolution. He was born in Corsica of poor, proud, petty-noble parents, and
before the Revolution he could not possibly have risen above the rank of captain in the French
army. Also, he had read Rousseau and sympathized with much of the Jacobin philosophy.
Napoleon had two different aspects. He believed in the overthrow of the old aristocracy of
privilege; on the other hand, he believed in strong government -and he learned both of these beliefs
from the Revolution. He was both an authoritarian and an egalitarian. Yet, admittedly little of this
seems to fit the man who created a new aristocracy, who prided himself on being the son-in-law of
Francis of Austria, referred to his late "brother" Louis XVI, and aspired to found a new imperial
dynasty.
However, if we judge Napoleon on what he actually did and not only on those things that are
usually remembered (despotism and foreign conquest), we must concede that his armies
"liberalized" the constitutions of many European countries. They overthrew the aristocratic system
in Italy and Germany, and even, to some extent, in Poland and Spain. A great many European
liberals rallied to Napoleon's banners, particularly where French administration was at its best (as
under Napoleon's brother Jerome in Westphalia). Napoleon's armies did bring many of the ideals of
the Revolution to Europe: the basic ideas of the overthrow of aristocratic privilege, of a
constitution, of the Code Napoleon (which was a codification of the laws of the French Revolution).
In this sense Napoleon was a revolutionary. He turned his back on revolution to the extent that he
was authoritarian and contemptuous of "the little man," but certain important accomplishments of
the Revolution -peasant ownership of land free from feudal obligations, expropriation of the
possessions of the Church and of the 6migr6 nobility were retained and even extended beyond
France's borders. Napoleon was indeed a military despot, but he did not destroy the work of the
Revolution; in a sense, in a wider European context, he rounded off its work.
Dictatorship -Its History and Theory: Napoleon as Dictator
Alfred Cobban
There is a tradition of historians much more critical of Napoleon than Bruun or Remusat. They see in Napoleon's rise
to power and in the means he used to retain it elements of a modern dictatorship. This view was particularly strong
during the 1930s and 1940s, perhaps a reaction to events of those times. The following selection by Alfred Cobban, a
scholar from the University of London and a recognized authority on French history, is a good example of this
interpretation. Here Cobban analyzes how Napoleon gained power.
Consider: Cobban's definition of the term "dictator"; how the document by FoucW might be used to support
Cobban's view; how Bruun might react to this interpretation.
Bonaparte came to power because his name provided a new source of authority, but at the same
time the principle of the sovereignty of the people had established too firm a hold over men's minds
to be abandoned. Some means of reconciling this principle with the rule of one man had to be
found. Emotionally this was easy: the sovereignty of the people had become fused with nationalism,
and Napoleon through his victories had come to be a living symbol of the national greatness. But to
add the appearance of free choice he adopted the method used by the Jacobins in presenting their
Constitution of 1793 to the country - the plebiscite. Sieyes and the men of Brumaire had themselves
presented this device to Bonaparte, when they incorporated in the Constitution of the year VIII the
name of the First Consul, Citizen Bonaparte; so that when it was submitted to the popular vote, it
was as much a plebiscite on Bonaparte as a vote for a constitution. The votes on the life consulate in
1802 and on the establishment of the Empire in 1804 are mere sequels. By these popular votes
democracy, or at least the principle that all authority is derived from the people, was to be
triumphantly vindicated by the election of Napoleon to the post of supreme power in the state. In
this way arose, in the modern world, the idea that one man might himself represent the will of the
people, and be invested with all the authority of the most despotic ruler in the name of democracy.
The idea of sovereignty, freed from all restraints, and transferred to the people, had at last given
birth to the first modern dictatorship. . . .
Napoleon came to power as a dictator from the right - not, of course, as a leader of the old
reactionary party, but as a dictator supported by the propertied classes, the financiers and
commercial men, the upper bourgeoisie, and speculators, who had made large fortunes out of the
revolution and had bought up church or crown lands or the property of émigrés with worthless
assignats.
AP European History
Unit 8--Industry and Revolution, 1780-1850
Reading Guide, pp. 636-41, 643-45
Note: use and underline all terms.
Name:
Pledged:
1. The painter featured in “An Iron Forge” was part of a group of inventors, entrepreneurs,
and intellectuals known as the “Lunar Men,” because they met every month, traveling by the
light of the full moon, to make their way to a meeting place to discuss their research,
tinkering, and the issues of the day. Several other Lunar Men are mentioned in this unit,
such as Josiah Wedgwood. Write a letter as Wedgwood to your friend Wright and
comment on what you think his painting means and how it signifies the age in which you
both live.
2. Draw a diagram or devise a metaphor that shows the nature of the preindustrial
economy.
3. Identify the benefits and drawbacks of the “putting-out” system or rural manufacture.
benefits
drawbacks
4. Write a 1-2 sentence definition of the Industrial Revolution.
5. Using the map on p. 645 and text, list 3-4 advantages that Great Britain enjoyed in each
area below that accounts for its early industrialization.
geography--
economic--
political--
social--
AP European History
Unit 8--Industry and Revolution, 1780-1850
Reading Guide, pp. 645-54
Name:
Pledged:
1. Draw a diagram of how the following inventions interacted to produce technological
change: flying shuttle, spinning jenny, water frame, mule, power loom, steam engine,
mining, iron, railroads.
2. Rank the following inventions/developments in importance and explain your evaluation
in one sentence each:
Cotton gin ( ):
Factory ( ):
Flying Shuttle ( ):
Mule ( ):
Puddling/Rolling ( ):
Railroad ( ):
Spinning Jenny ( ):
Steam Engine ( ):
Water Frame ( ):
3. Compare and contrast the views of industrialization provided by the Web document (p.
649) and the document on p. 650.
Differences, p. 649
Similarities
Differences, p. 650
4. Devise a resume for a fictional bourgeois entrepreneur that demonstrates their
backgrounds, methods, and habits of acquiring wealth. Josiah Wedgwood Robert Owen
5. Why would it be incorrect to characterize the Industrial Revolution as primarily involving
“inventions” or “breakthroughs”?
6. Write a 1-2 sentence thesis in your own words on the importance of the railroad as an
"engine" for industrialization.
AP European History
Unit 8--Industry and Revolution, 1780-1850
Reading Guide, pp. 660-67
Name:
Pledged:
1. Write a very brief editorial extolling Great Britain's Crystal Palace Exhibition as an
example of progress.
2. Fill out the chart for the appropriate nations, using terms, as well as concise
characterizations. Explain the slogan given for each region.
France:
Germany:
Other: “Land that
“Industrialization
“Industrialization and Time Forgot”
Without Revolution”
Union”
Advantages
Disadvantages
Goods
Techniques
Statistics
Assess/Slogan
3. Imagine you are a British “spy” reporting back on the continental competition. List 4-5
ways in which the industrialization of the continent differs from that of Great Britain’s.
a.
b.
c.
d.
e.
4. The issue of underdevelopment remains an important stumbling block for much of the socalled Third World. Thus, it is important for the economic historian to understand those
factors that promote and those that hinder technological innovation and productivity, and
to what extent governments can actually promote development. Based on this unit thus far,
write a brief analysis of which factors (geographic, social, cultural, technological, political)
you believe to be most important in both promoting and hindering industrial development.
AP European History
Name:
Unit 8--Industry and Revolution, 1780-1850
Reading Guide, pp. 654-60, 665 (doc.), 692-96, 682-83 Pledged:
1. Based on the chapter, devise an itineraries (plan for the day) for BOTH a preindustrial and a factory worker that illustrate work rhythms, control of the workplace, work
conditions, and relationship with the employer.
Pre-industrial
Factory
2. After reading “Industry and Environment,” imagine you are Edwin Chadwick reporting to
Parliament on the living conditions in the industrial cities. Submit a report (set off by bullet
points with 1-2 key pieces of evidence) that outlines these conditions and offers suggestions
for reform. Public Health Act
3. Using evidence from the text, write a focused (and not too long) introductory paragraph
to this essay prompt: "What impact did industrialization have on the class structure and
family life?" F. Tristan sweated labor
4. List evidence/arguments both supporting and opposing the idea that the Industrial
Revolution promoted a higher standard of living (SOL).
Positives
Negatives
5. Using these documents—pp. 655, 658, 659, 665—identify the problems created by
industrialization and analyze the various responses of European observers and reformers.
6. Arrange the following terms (with brief explanations) on a continuum from acceptance
of to resistance to industrialization and its effects: Combination Acts, trade unions, Robert
Owen, Grand National Consolidated Trade Union (GNCTU), Luddites, Chartists, Factory
Acts, Coal Mines Act, Ten Hours Act, laissez-faire, Public Health Act, F. Tristan, socialism,
prison reform, Vaccination Act. Look up missing terms on Web.
resistance
acceptance
7. After reading “Birth of the Prison,” explain why prison reform and modern police forces
arose during the first half of the nineteenth century and evaluate their success.
AP European History
Unit 8--Industry and Revolution, 1780-1850
Reading Guide, pp. 674-80
Name:
Pledged:
1. Be a newspaper reporter and write a headline and brief "hook" on the gathering of the
diplomats in 1814-15 in Vienna.
2. Fill out the chart below for the participants at Vienna.
Great Power
Leader/Personality
Austria
Metternich
France
Talleyrand
G. Britain
Castlereagh
Prussia
Fred. Will III
Russia
Alexander
Goals
Success?
I
3. Write a sentence on the principles that guided the deliberations at Vienna and then list the
decisions in each area (note: there were 2 treaties, the 2nd one after Napoleon's
escape/Waterloo).
* principles-* territorial adjustments-* alliances-* France?-* Germany's organization-* measures to promote stability--
4. Fill out the chart on the actions taken by the Concert of Europe in the 1820s/30s. Look
up any that are not mentioned specifically in your text.
Area/Congress
Action Taken
Result/Explanation
Aix-la-Chapelle
Troppau
Laibach
Verona
Latin America
Greece
* Monroe Doctrine
* Treaty of Adrianople
5. Look up brief bios on the Web of Edmund Burke and Klemens von Metternich and
construct a brief dialogue between them that illustrates the principles of Conservatism and
the Restoration political order. Carlsbad Decrees
AP European History
Unit 8--Industry and Revolution, 1780-1850
Reading Guide, pp. 672-73, 680-81, 684-88
Name:
Pledged:
1. Explain how the feature, “Potato Politics,” ties together the themes of this and related
units (Hints: Agricultural Revolution, Industrial Revolution, French Revolution, ideologies,
equality, poverty, government involvement in the economy).
2. Fill out the following chart for the ideologies mentioned in the text (look back for Cons.).
Conservatism
Liberalism
nationalism
socialism
advocates
view of
human
nature
main ideas
goals
role in
period,
1815-50
3. Read the Web document (p. 681) and analyze the extent to which the ideologies of the 1st
half of the nineteenth century addressed the concerns of women.
4. Read Marx and Engels’s “Communist Manifesto” (pp. 686-87). Now imagine that you
are a disgruntled proletariat (unskilled industrial worker) attempting to convince a coworker
to join the socialist movement. Write him/her a letter that includes the 4-5 key points of the
reading and why you find it appealing.
5. Opinion: Why of the ideologies in this section appeals most to you and why? Do some
Point of View analysis and explain how your choice might be influenced by your
background/identity/position.
PofV:
AP European History
Unit 8--Industry and Revolution, 1780-1850
Reading Guide, pp. 688-92, 696-700
Name:
Pledged:
1. Take the role of an social reformer and make an annotated (with commentary) diagram of
the urban problems of the day. “Little Dublin” prostitution
syphilis
crime
Irish famine
child labor
“Blue Books”
Poor Laws (look up)
2. Using the map and key terms in text, identify areas of revolution, 1815-30, and their
results. Then add a thesis that accounts for and interprets the revolutions in this period.
Thesis:
3. How do the Web documents (pp. 691, 699) differ in their perspectives on nationalism?
4. Identify THREE causes of the revolutions of 1848.
5. Fill out the chart below for each nation in 1848, using terms.
Area
Events
Conflicts
Results/Assessment
France
Prussia/
Germany
Austria/
C. Europe
Italy
* banquet campaign national workshops provisional government
"June Days" 2nd Republic L. Blanc
Louis-Napoleon Luxembourg Commission A. Lamartine L. Cavignac
Albert “the Worker”
* Fred. Will. IV
Frankfurt Parliament
Grossdeutsch v. Kleindeutsch “crown from the gutter”
“humiliation of Olmutz”
* Louis Kossuth A. Windischgratz
pan-Slav Congress (Prague)
Francis Joseph I
Nicholas I
* Giuseppe Mazzini
Risorgimento
Young Italy
Piedmont-Sardinia
Roman Republic
Pius IX
Charles
Albert Garibaldi/Red Shirts
5. Explain what one historian meant by this assessment of the revolutions of 1848: "It was a
turning point at which history failed to turn." 2-3 sentences
AP European History
Unit 8--Industry and Revolution, 1780-1850
Reading Guide, pp. 681, 684-85
Name:
Pledged:
1. Draw an English Romantic garden and explain how it reveals 3-4 principles of
Romanticism (think contrast with Enlightenment).
a.
b.
c.
d.
2. Identify the Romantic rhetorical devices in Mazzini’s “Young Italy” (p. 685).
3. Visit the Web (Google Images for “Romanticism”) and pick 3-4 paintings from the
movement. Now imagine you are a docent at an art museum and prepare a brief
presentation for a visiting high school on the “Romantic Imagination.”
4. Fill out the chart as far as you can. We’ll complete those missing in class.
Figure
Contributions
How Show Romanticism?
1. Goethe
2. S. Coleridge
3. Sir W. Scott
4. E.A. Poe
5. Mary Shelley
6. Percy B. Shelley
7. Lord Byron
8. W. Wordsworth
9. C.D. Friedrich
10. J.M.W. Turner
11. E. Delacroix
12. Beethoven
13. H. Berlioz
14. Victor Hugo
15. G. de Stael
16. J.J. Rousseau
17. F. Chopin
18. F. Liszt
5. opinion: What is your personal reaction to the Romantics?
AP European History
Name:
Unit 9--Nationalism and Imperialism, 1850-1914
Reading Guide, pp. 704-07, 710-12
Pledged:
Note: use and underline all terms.
1. After reading, “Birth of the German Empire,” imagine you are Bismarck commenting on
Werner’s painting. How does it symbolize your goals and policies?
2. Fill out the following chart on the Crimean War. Eastern Question Sevastopol F. Nightengale
Romania
Sinope
Bosporus
Piedmont-Sardinia
“Charge of Light Brigade”
Peace of Paris, 1856
Causes:
Nation
Goals
Actions
Results
France
Russia
G. Britain
Ottoman
Empire
Type of War:
3. Both Italy and Germany had not been united except during the Roman Empire and brief
periods in the Middle Ages. Many had tried to accomplish the task and failed. Why was the
period after 1850 a propitious time for unification? Do you think circumstances or
leadership was the key factor that accounts for the successful unification of both nations?
4. Fill out the following chart for the unification of Italy and Germany. Please include terms
below and either underline or highlight them. Look up missing terms on Web.
Italy
Germany
background/
challenges
personalities
econ/pol. policies
war/diplomacy
overall results
* Mazzini
risorgimento Piedmont-Sardinia Victor Emmanuel II Cavour Treaty of Plombieres plebiscites
Garibaldi
Venetia & Rome added Magenta/Solferino
* Zollverein
1850 Prussian Constitution
Moltke--army reforms
liberals Bismarck
constitutional crisis
Danish War S chleswig-Holstein
Austro-Prussian War
needle gun
Peace of Prague (ended A-P War)
Indemnity Bill
N. German Confederation
Ems Dispatch
Franco -Prussian War Treaty of Frankfurt (ended FP War)
5. What is Realpolitik and how did it influence the politics of the period, 1850-71? 2-3
sentences
AP European History
Unit 9--Nationalism and Imperialism, 1850-1914
Reading Guide, pp. 715-23
Name:
Pledged:
1. Fill out the following chart, including and underlining terms, for the relevant nationbuilding efforts. Look up missing Austrian terms on Web.
model of
reform
France
Austria (see p. 713) Russia
G. Britain
autocratic
direction
and
liberal
participation through
a highly centralized
and technically skilled
bureaucracy
loyalty to emperor,
Church, civil service
to overcome ethnic
tensions; buying time
by appeasing ethnic
grievances
competing
political
parties
offer
competing visions of
freedom v. protection;
carried out locally
rather than centrally
top-down
reform
program by tsar who
realizes that nation is
falling behind with its
semi-feudal economic
system
problems/
issues
leaders
policies/
reforms
results
* Louis Napoleon (Napoleon III)
coup of 1851
universal male suffrage
Second Empire
Legislative Corps
Paris--Baron von Haussmann
"liberal empire"
trade unions
crash of 1857
Suez Canal
railways
Cobden-Chevalier Treaty foreign policy ventures (i.e., disasters)
* abolition of serfdom
Bach system
Reichsrat
Francis Joseph I
Ausgleich of 1867
Slavs
* Crimean War Alexander II
serfdom
mir
zemstvos
legal reforms
army reforms railroads
“go to the people”
Alexander Herzen
People's Will
* Victorian Age
B. Disraeli
Liberals and Conservatives
Reform Act of 1867 W. Gladstone
secret ballot
Education Act of 1870
merit
disestablishment of Anglican Church in Ireland
Factory Act, 1875
Artisans Dwelling Act Trade Union Act
2. Using the map on p. 720 and Web map (p. 723), as well as the document on p. 721 and
picture on p. 722, write a brief thesis on how these illustrate the problem of serfdom for the
Russian economy and its political development.
3. What is your reaction to the Web document (p. 723) by Bismarck related to his ideas of
political success?
4. Write a brief dialogue between Cavour, Napoleon III, and Bismarck on how they applied
the “lessons of 1848” and Realpolitik to governing their respective nations.
AP European History
Unit 9--Nationalism and Imperialism, 1850-1914
Reading Guide, pp. 740-42, 772-73, 777-82
Name:
Pledged:
1. List and explain 5-6 developments in the European economy from 1850-1914. Then add a
short analysis of the how the 2nd Industrial Revolution differed from the 1st. protectionism
boom/bust cycles
a.
cartels
consortia
b.
c.
d.
e.
Analysis:
2. Make a chart or diagram of the many inventions of the 2nd half of the 19th century (see
1st two sections of this reading). Also consult the Web for additional inventions not
mentioned in the text. It should be noted that the period, 1875-1914, constitutes perhaps the
most explosive development of communications, transportation, and consumer goods in
history.
3. How does the map feature (“The Visual Record,” pp. 772-73) reflect the economic
developments and political climate of the late nineteenth century?
4. Identify and explain FIVE motives means for and means of European imperial expansion.
Which do you think was most significant?
a.
b.
c.
d.
e.
most significant?:
5. Using the document on p. 780, picture on p. 781, and discussion of J.A. Hobson, write a
satirical critique or poem of the New Imperialism. Jingoism
6. What was the relationship between nation-building, the 2nd Industrial Revolution, and
imperialism?
AP European History
Unit 9--Nationalism and Imperialism, 1850-1914
Reading Guide, pp. 782-91
Name:
Pledged:
1. How does Joseph Chamberlain (p. 783) justify British imperialism in Africa? How might an
African respond to this speech?
2. Use the terms and map to show the areas of European imperialism in Africa, as well as
conflicts and methods of control. Boers/Afrikaners Cape Colony Transvaal C. Rhodes "Cape to Cairo"
Boer War
Suez Canal
King Leopold
battle of Omdurman Congo
Jameson Raid
Omdurman Ethiopia/Adowa
Menelik II Liberia
Berlin Conference
gold diamonds
3. Repeat the exercise from # 2 with Asia below.
British East India Comp. spheres of influence
Open Door Policy
Indochina
Japan Spanish-American War Philippines Sino-Japanese War Opium War
Treaty of Nanking railroads
extraterritoriality consuls Boxer Rebellion Hong Kong Russo-Japanese War
Indochina Empress of India
viceroy
caste system
4. How does the Web document (p. 787) differ in its perspective on imperialism from the
visuals on pp. 784-85, 789-90? Which present positive and which negative views of
colonialism?
5. Using the discussion and maps in text, as well as from the Web (see pp. 783, 788-89),
compare and contrast European approaches toward control of Africa and Asia.
Africa diff.
similarities
Asia diff.
AP European History
Unit 9--Nationalism and Imperialism, 1850-1914
Reading Guide, pp. 791-95
Name:
Pledged:
1. Take the role of an African or Asian merchant/businessperson and explain the impact
European imperialism has had on the global economy, your region, and your livelihood.
2. Using the text and document on p. 794, analyze how imperialism influenced ideas of race
and vice-versa. H. Spencer R. Kipling “White Man’s Burden” F. Galton eugenics women
3. Pick a CURRENT ecological problem affecting Africa and explain how it is related to the
legacy of imperialism. You may use the Web for help.
4. Write a brief dialogue between J.A. Hobson and V.I. Lenin that demonstrates the
similarities and differences in their critiques of capitalism. How convincing do you find their
criticism and why?
reaction:
AP European History
Unit 10--Cultural Crisis, 1850-1914
Reading Guide, pp. 763, 766-67 & handout
Note: use and underline all terms.
Name:
Pledged:
1. Write a brochure advertising the new medical breakthroughs and procedures of the late
19th century. Include terms and underline/highlight. Note: this question is based on pp.
635-37 from Spielvogel handout. Pasteur Lister public health
Johns Hopkins
Elizabeth
Blackwell
2. How do the visuals on p. 766 illustrate the new consumption? Bon Marche
T. Veblen
3. Be an educational advisor to a progressive monarch and explain recent trends in
education and explain why universal schooling may be beneficial to the nation. Note: this
question is based on pp. 661-64 of Spielvogel handout. Barbara Bodichon
4. Draw a diagram of a modern and reformed city that includes new technologies, leisure
activities, and urban planning principles. Note: this question also uses pp. 651-58 of
Spielvogel handout. E. Chadwick R. Virchow Public Health Act--1875 Octavia Hill "garden
city" streetcars
British Housing Act--1890
Ringstrasse
5. How did leisure activities of the period 1870-1914 differ from those in pre-industrial
Europe (see reading guides from Units 3 & 6).
6. Though increased leisure time and consumer products seemed for many to represent the
advanced of civilization, they also posed a challenge to traditional ways. List 3-4 problems
with these developments according to a traditional perspective.
a.
b.
c.
d.
AP European History
Name:
Unit 10--Cultural Crisis, 1850-1914
Reading Guide, pp. 728-33 (begin w/Marx), 754-55 Pledged:
1. Identify and explain FIVE essential principles of Marxism.
F. Engels--Condition of the Working Classes in England Hegel
proletariat/bourgeoisie
materialist
First International (1864)
alienation Das Kapital
Communist Manifesto class struggle
a.
b.
c.
d.
e.
2. Offer THREE differing historical interpretations from the perspectives listed on the
meaning and significance of the Paris Commune.
Marxist:
Bismarck:
French conservative:
3. Draw a political cartoon that captures the goals, philosophy, and tactics of anarchism.
Mikhail Bakunin
P. Kropotkin
4. Briefly explain how and why Georges Sorel and anarcho-syndicalists rejected “bread-andbutter” unionism aimed at better wages and working conditions. Do you agree or disagree
with their position? Why or why not?
AP European History
Name:
Unit 10--Cultural Crisis, 1850-1914
Reading Guide, pp. 708-09, 723-26, 748-51, 760-62 Pledged:
1. Based on “A Closer Look,” to what extent do you think Florence Nightengale challenged
the traditional roles and expectations of women?
2. Create a set of classified ads circa 1885 that demonstrate the status and activities of
women (INCLUDE CLASS DISTINCTIONS!)—jobs, specialized products, services, personals,
etc. Include one sentence on how the lives of women changed in this period. etiquette
protective legislation Mrs. Beeton’s Book of Household Management
“sweated labor” illegitimacy Jane Austen domesticity
home economics
Sentence:
3. Compare and contrast the documents on pp. 725, 761.
Isabella Beeton
nature of women
"duties"/role
relation to men
Analysis of Differences:
Maria Desraismes
Lucy Luck
4. Imagine you are teaching about the varieties of feminism in this period, especially the class
differences. Make a lesson plan below, following the template.
J.S. Mill Pankhursts
General German Women’s Association French League for Right of Women
Emily Davison Cat and Mouse Act
Clara Zetkin
WSPU
suffragettes
"Hook" (to grab the students)
2-3 Main Ideas to be Learned
5-7 Key Facts to be learned
2-3 Activities for students to do
5. What was a “New Woman” and what were arguments offered for and against her.
Social Darwinism
A. Jacobs
Paul Broca
H. Ibsen/”A Doll’s House”
birth control
A. Besant
M. Sanger
AP European History
Unit 10--Cultural Crisis, 1850-1914
Reading Guide, pp. 665-70, 684-89
Also see section “Last Tsar” on p. 817
Name:
Pledged:
1. Fill out the following chart on mass politics including and underlining/highlighting terms.
Nation
Leaders/Figures Conflicts/Groups Events/Actions
Assessment
G. Britain
France
Germany
Aust-Hung
Russia
* Home Rule Fabians
Labour Party J.K. Hardie D.L. George Nat'l Insurance Act
Trade Union Act, 1913
House of Lords
* 3rd Republic Boulanger Affair Dreyfus Affair
newspapers railroads schooling press
anti-Semitism
* Bismarck Reichstag ministerial responsibility Kulturkampf Anti-Socialist Legislation social welfare programs
William II
SPD urbanization
Pan-German League revisionism/E. Berntstein Catholic Center Party Pius IX
Leo XIII
* Edward von Taaffe
"muddle through" universal male suffrage Slavs
Magyarization
K. Lueger Vienna
* Nicholas II S. Witte railroads Social Revolutionaries (SRs) Soc. Democratic Party Russo -Japanese War
"Bloody Sunday" Revolution of 1905 October Manifesto
Duma
Peter Stolypin
2. Use the document on p. 746 to demonstrate the importance of the Dreyfus Affair on
France.
3. prompt: "How did Jews respond to Liberalism, nationalism, and anti-Semitism in the
nineteenth century?" emancipation assimilation Dreyfus Affair Christian Socialists Karl Lueger
pogroms Zionism T. Herzl/The Jewish State Baron Rothschild G. von Schonerer First Zionist Congress
4. How do the picture on p. 753 and map on p. 752 show the forces affecting Jews in the
period, 1850-1914?
picture facts
map facts
analysis
5. Write two brief letters-to-the-editor in response to Herzl’s call for a Jewish state, one
SUPPORTING and one OPPOSING his views.
Supporting
Opposing
6. After reading this section, why do you think there was a sense that a "storm was brewing"
on the eve of WWI?
AP European History
Name:
Unit 10--Cultural Crisis, 1850-1914
Reading Guide, pp. 728 (Darwin), 730-31 (doc.), 755-60 Pledged:
1. Using the text and document on pp. 730-31, draw a diagram of how evolution is
supposed to work according to Darwin (incorporating terms) and then explain in 2-3
sentences why his ideas were considered controversial.
controversy?:
2. Be a booster for the importance and influence of science in the 19th century. Louis Pasteur
periodic table
J.C. Maxwell
genetics/Mendel
R. Peary plastic
A. Nobel
3. Explain THREE ways in which the New Physics challenged the Newtonian view of the
world. Marie Curie quantum theory (Planck)
Einstein--relativity
a.
b.
c.
4. Fill out the chart for the figures mentioned in the text.
Intellectual
Major Ideas
Major Works
How Challenge Enl?
Pavlov
Galton
Lombroso
Freud
Le Bon
Durkheim
Zola
Binet
Nietzsche
L. von Ranke
5. Imagine you are Sigmund Freud making notes in your journal following a day of patient
visits. Show some of psychological concepts by describing these patients and their problems.
6. In 1-2 sentences, assess how the ideas of the period, 1850-1914, posed a challenge to
Enlightenment ideas and institutions.
AP European History
Name:
Unit 10--Cultural Crisis, 1850-1914
Reading Guide, pp. 726-28, 738-39, 762-63, 764-65 Pledged:
1. Based on “Speeding to the Future” and the previous section of the text, list and explain
what appear to be 4-6 key characteristics of the “modern.” futurists U. Boccioni
a.
b.
c.
d.
e.
2. Pretend you are a character in a realist novel and explain how you feel.
Dickens
Zola Dostoevsky
G. Eliot
Flaubert
3. Analyze the impact of photography on the visual arts and journalism in 1-2 sentences.
L. Daguerre
4. Draw a crude diagram/map (based on pp. 764-65) that shows the cultural and artistic
interaction of Europe with Asia, Africa, and Oceania.
5. Draw a diagram for an exhibit at an art gallery featuring "Modern Art." Briefly explain
what artists and works you would use to represent the following movements: Realism,
impressionism, post-impressionism, expressionism, Cubism, abstract expressionism,
primitivism.
6. Look up the Romantic composers Liszt, Wagner, Debussy, and Stravinsky on the Web and
write a focused paragraph on how they changed music in a modern direction.
AP European History
Name:
Unit 11--The Great War and Revolution, 1914-21
Reading Guide, pp. 774-76, 800-05
Pledged:
1. Explain and analyze how Bismarck's alliance system attempted to maintain the balance of
power and maintain security for Germany. Three Emperor's League Balkans Congress of Berlin
Triple Entente
Triple Alliance
Reinsurance Treaty
Dual Alliance
“sick man of Europe”
2. Read the segment “Selling the Great War” (pp. 800-01) and look at additional posters @
www.firstworldwar.com (see “Posters” on top menu). Now imagine you are the
Propaganda Minister and explain to your monarch/president how and why such appeals are
designed to win over public opinion.
3. Write a series of newspaper headlines and leads (1-sentence "hooks" and explanations) for
following, suggesting the tension building toward WWI(look up missing terms):
"place in the sun"/Kaiser Wilhelm II
Boer War
Franco-Russian alliance
Entente Cordiale
Moroccan Crises (1905, 1911)
Russo-Japanese War
Balkan Wars
London Conference
Triple
Entente v. Triple Alliance
4. List 4-5 attitudes that Europeans had about the world and diplomacy on the eve of WWI.
a.
b.
c.
d.
e.
5. The assassination of Franz Ferdinand (heir to the Austrian throne) set off the spark of the
Balkan powder keg. Draw a fairly detailed diagram that shows how these causes
interacted and were ignited by the assassination.
6. Look at the map on p. 804. How do you think war plans—Schlieffen and Plan XVII—
guided the decision-making of European leaders?
AP European History
Name:
Unit 11--The Great War and Revolution, 1914-21
Reading Guide, pp. 806-14, 823-25
Pledged:
1. Fill out the chart below on the phases of WWI, using and underlining/highlighting terms.
Phase
Objs./Strategies
Leaders
Battles
Results
1914: War of
Illusion
1915: Stalemate
1916-17: Great
Slaughter
1917-18:
End
The
Schlieffen Plan Plan XVII Battle of Marne Tannenberg/Masurian Lakes
Ypres Hindenburg
Ludendorff
Lemberg Somme
Verdun/ Falkenhayn Joffre
Gallipoli
Lawrence of Arabia
Jutland
Italy
U.S.
Lusitania
Brusilov Offensive unrestricted submarine warfare D. Haig H. Petain
Passchendaele offensive
F. Foch
Nivelle offensive Russian Revolution
AEF/Pershing
armistice
2. Use ONE specific piece of information from the document (p. 813), map (p. 810), and
pictures (pp. 806,808, 812-13) to show how WWI was the first total war.
document
map
pictures
total war:
3. Using the document on p. 807, Web document on p. 806, and poem on p. 809, analyze
the psychological impact of WWI on Europe and contrast the nature of the war with
expectations prior to its outbreak.
4. List 10-12 technological and tactical developments that account for the high casualty and
death rates of WWI. Then provide a 2-3 sentence analysis of the nature of the war.
analysis:
5. Write a brief poem about life in the trenches during WWI. Avoid clichés and smarminess.
AP European History
Name:
Unit 11--The Great War and Revolution, 1914-21
Reading Guide, pp. 814-17
Pledged:
1. Imagine you are an advisor to Franz Joseph I (Austrian Emperor). Write him a memo on
the need for significant government efforts to mobilize for the war. Use examples from
other nations to indicate the kind of actions needed. Walter Rathenau War Raw Materials Board
rationing
blockade
Clemenceau
Ludendorff/Hindenburg
Ministry of Munitions
David Lloyd George
G.
2. prompt (write a thesis with evidence): Analyze the impact of total war on the
relationship of the state to the economy and society.
4. opinion: Should governments place limits on speech and opposition during wartime?
Use examples: Easter Rebellion strikes Defense of the Realm Act (DORA)--look up censorship
propaganda
Hindenburg
Ludendorff
4. Make a balance sheet of how the war affected each group. We’ll finish parts in class.
Group
* labor
--skilled
Pros
Cons
--unskilled
* women
* industrialists
* middle class
5. Using the document on p. 815 and text discussion, explain how and why the First World
War had a democratizing effect on society.
AP European History
Name:
Unit 11--The Great War and Revolution, 1914-21
Reading Guide, pp. 825-28
Pledged:
1. Write a brief dialogue between Clemenceau and Wilson that brings into relief their
contrasting views on Europe’s postwar order. Fourteen Points
2. List and briefly explain 5-6 main provisions of the Treaty of Versailles and related treaties.
W. Wilson/Fourteen Pts.
D.L. George
Clause)
reparations demilitarization
Balfour Declaration
a.
b.
c.
d.
e.
f.
G. Clemenceau League of Nations Article 231 (War Guilt
new states mandates
self -determination Middle East
4. Draw in the territorial changes made in 1919-24 and write a sentence on how the "peace"
affected any of the key nations and/or regions.
4. Some historians believe that the Versailles settlement was too harsh and set the stage for
totalitarian movements in the 1920s/30s and ultimately the Second World War. Do you
agree or disagree with this assessment? Why or why not?
5. "When I heard the news of the armistice I went out walking along the dyke above the
marshes at Rhuddlan, cursing and sobbing and thinking of the dead..." Look again at the
pictures in this chapter, consider the excerpt from Robert Graves above, and then write a 1sentence reflection on the significance and meaning of WWI.
AP European History
Name:
Unit 11--The Great War and Revolution, 1914-21
Reading Guide, pp. 817-23
Pledged:
1. Assess the relative importance of long-term causes (1860-1914) with the impact of WWI in
bringing about the end of the 300-year-old Romanov Dynasty. Rasputin
2. Devise a slogan and explain it for each of the contending groups below (look up missing):
Constitutional Democrats (Kadets)-Social Revolutionaries (SRs)-Mensheviks-Bolsheviks-4. Briefly explain the importance of each term in the chronology of the Russian Revolution
(look up missing terms). Note: Russia did not adopt the Gregorian calendar until 1918 and
was "behind" by 13 days.
Feb. Revolution--
Int'l Womens Day--
Provisional Gov't--
soviets--
"vanguard party"--
"April Theses"--
"peace, bread, land"/
"all power to soviets"--
Army Order No. 1--
Alexander Kerensky--
Lvar Kornilov--
Leon Trotsky--
Bolshevik (Oct.) Rev.--
all-Russian Cong. of Soviets--
Council of People's Commissars--
Constituent Assembly--
Treaty of Brest-Litovsk--
4. Based on “A Closer Look,” make a Venn diagram that shows 3 similarities and 3
differences between the involvement of women in the French and Russian Revolutions.
5. puzzler?--How did the Bolsheviks, outnumbered and with minimal popular support,
defeat their enemies in the Russian Civil War (look up terms)? Red Army
Cheka
"war communism" Whites
6. counter-factual hypothesis: Suppose that Alexander Kerensky had withstood the Bolshevik
challenge, saved Russia a humiliating defeat in WWI, and established a functioning republic
with a strong executive. Explain how the 20th century would have turned out differently.
AP European History
Name:
Unit 12--Totalitarianism and WWII, 1918-45
Reading Guide, pp. 832-38
Pledged:
Please underline/highlight terms in all responses throughout this packet.
1. One of the major problems facing the new German Weimar Republic was hyperinflation.
Based on “The Hard Lessons of Inflation,” write a focused paragraph on how and why this
problem undermined Weimar’s already-shaky political stability.
2. Fill out the following chart on the diplomacy of the 1920s. Look up missing terms.
Event--fill in year
Actions
Results
reparations
Ruhr occupation
Dawes Plan
Locarno Pact
Little Entente
Kellogg-Briand Pact
disarmament
relations w/USSR
* G. Stresemann
Comintern
hyperinflation
3. Identify 4-5 problems the new democracies of central and eastern Europe faced in the
interwar period.
a.
b.
c.
d.
e.
4. Take the role of J.M. Keynes (see “Economic Consequences of the Peace” at
http://www.fordham.edu/halsall/mod/1920keynes.html), who attended the Treaty of
Versailles as a diplomat, and explain why the hopes for postwar peace were not realized.
Also see the cartoon on p. 838. League of Nations
AP European History
Name:
Unit 12--Totalitarianism and WWII, 1918-45
Reading Guide, pp. 762-69 (Spielvogel handout)Pledged:
1. Explain how new forms of communication reshaped European life in the 1920s and 1930s.
radio BBC
motion pictures
Joseph Goebbels
"Triumph of the Will"
2. Write a public service announcement in a fascist state that advertises the new mass leisure
opportunities and subtly indicates what the government's interest in this area is.
professional sports
air travel/tourism
Dopolovaro
Kraft durch Freude
3. How would you characterize the mood of the postwar era?
sexuality/birth control
Decline of the West
4. For each of the cultural innovations below, write one sentence SUPPORTING and one
sentence DENOUNCING them.
Dadaism/Hannah Hoch--
S. Dali/surrealism--
functionalism/L. Sullivan/F.L. Wright/W. Gropius/Bauhaus--
"socialist realism"--
A. Schoenberg/atonality--
5. Imagine you are dreaming about the developments in literature, psychology, and physics
during the 1920s/30s. What happens in your dream (to illustrate the unconscious and the
relative). Be creative! J. Joyce--Ulysses
V. Woolf
H. Hesse
C. Jung
W. Heisenberg
AP European History
Unit 12--Totalitarianism and WWII, 1918-45
Reading Guide, pp. 838-42, 857-59, 862
Name:
Pledged:
1. Make a flow chart showing how the Great Depression began and why it was so severe.
Credit Anstalt U.S. stock market crash trade
Plan
Young Plan
Smoot-Hawley Tariff
tariffs
currencies
reparations
gold standard Dawes
2. Use the Web document (p. 840), pictures (p. 840), and documents (p. 841) to analyze the
impact of the Great Depression on family and society.
3. Briefly summarize the major problems faced by the democracies, the policies they
responded with, and then rank and explain how successful their response was.
Great Britain (Labour Party/MacDonald, General Strike, National Government, J.M. Keynes, BUF--Mosley):
France (R. Poincare, French fascists, Popular Front, Leon Blum, franc, strikes 40-hour work week):
Scandinavia (Social Democrats, social services, consumer/producer cooperatives ):
United States (F. Roosevelt, New Deal, FDIC, NRA, Social Security Act ):
4. Most current political thinkers take democracy to be the best and most natural form of
government. Yet in the 1930s, there was in fact a three-sided battle between communism,
fascism, and Liberal democracy in which the last did not seem the odds-on favorite. Why
were the 1930s democracy’s “darkest hour”? (See the map on p. 858)
5. metaphor: "The Great Depression is like a(n)..."
AP European History
Unit 12--Totalitarianism and WWII, 1918-45
Reading Guide, pp. 842-49
Name:
Pledged:
1. Imagine you are Lenin writing in your diary (ending in 1924 with his death). Indicate the
problems the new Soviet Union faces and how you intend to address them.
New Economic Policy (NEP)
Date: __________
Bukharin
Trotsky
Stalin
Politburo
Central Committee
Date: __________
Date: __________
2. Identify 3-4 reasons for Stalin’s rise to and consolidation of power in the Soviet Union.
a.
b.
c.
d.
3. Be a propagandist for the Stalin regime and write a brief pamphlet heralding the
accomplishments of the Soviet state in the period, 1928-38. Five-Year Plans Stakhanov
collectivization of agriculture
kulaks
“socialism in one country”
4. Imagine you are the French ambassador to the Soviet Union. Send a memo to the home
government in Paris outlining recent Soviet diplomacy and what you perceive to be the
goals of the Soviet Union and how the West could best address them.
Comintern Treaty of Rapallo
5. Imagine you each of the dissenters below who has been jailed by the Soviet secret police.
Write a last testament that explains your opposition to Stalin. famine purges family policy
kulak:
Old Bolshevik:
woman:
6. prompt: To what extent did women benefit from the Russian Revolution, 1917-38? Use
the document on p. 848.
thesis:
evidence:
AP European History
Unit 12--Totalitarianism and WWII, 1918-45
Reading Guide, pp. 849-52, 860-61, 862-63
Name:
Pledged:
1. Make a Venn diagram that shows the similarities and differences between the absolute
monarchies of the 17th century and the totalitarian dictatorships of the 20th century. Look
at goals & methods.
2. prompt: Why was Italy ripe for fascism following WWI and how did the fascists come to
power? Mussolini Treaty of Versailles inflation strikes socialists Squadristi March on Rome
3. Explain what policies the fascists pursued in each area in Italy.
political control:
propaganda (see picture, p. 850):
education:
business:
religion/church:
4. Draw a political cartoon, using the terms as symbols, that condemns Italy’s drive for an
empire in the 1930s. Ethiopia Rome-Berlin Axis Albania rearmament
5. Though Spain was on the periphery of European developments, why do you think the
rest of Europe (and the U.S.) was interested in the outcome of its Civil War? Use the map
and terms to emphasize your point. Popular Front Falange F. Franco Condor Legion
6. Use “A Closer Look” to explain how modern art can be used to illustrate and comment
upon modern warfare.
AP European History
Name:
Unit 12--Totalitarianism and WWII, 1918-45
Reading Guide, pp. 852-57
Pledged:
1. List 5 problems faced by the Weimar Republic.
Great Depression
a.
hyperinflation
H. Bruning
social welfare programs
P. von Hindenburg
b.
c.
d.
e.
2. Make a résumé for Hitler that indicates the influences on his life and how he rose to
leadership of the Nazi Party. Include at least 10 terms of your own choosing.
3. Imagine you are a foreign visitor attending a Nazi Nuremberg rally. Convey in diary
entry the power and fear created by these spectacles.
4. Fill out the chart below for the Nazi. Look up any missing terms.
Area
Goals
Policies
economy/labor
terror/pol. control
education/youth
race
women
diplomacy
Nuremberg rallies SS--H. Himmler
Hitler Youth/League of German Maidens
Nuremberg Laws
Kristallnacht
Concentration camps
League of Nations World Disarmament Conference
autarky
Ministry of Propaganda
J. Goebbels
“Triumph of the Will” rearmament Lebensraum euthanasia sterilization
5. assessment: To what extent did the Nazi state fit the theory of totalitarianism?
6. The German term Volk roughly translates to “folk” or “people” (like Volkswagen—
people’s car), but this does not capture its deeper meaning in German. After reading Hitler’s
use of the term in the document (p. 856), make a web that shows the connotations and
connections related to the term.
AP European History
Unit 12--Totalitarianism and WWII, 1918-45
Reading Guide, pp. 868-75
Name:
Pledged:
1. Write a brief newspaper account (based on “The Visual Record,” pp. 868-69) of Hitler’s
parade through Vienna and indicate the significance of Germany’s annexation of Austria.
2. Fill out the chart for the diplomacy leading up to WWII.
Year
Events
Description
Effect
1933
1935
1936
1937
1938
1939
Disarmament Conference
League of Nations
rearmament
Anglo-German Naval Pact
appeasement
Rhineland
Rome-Berlin Axis/”Pact of Steel”
Ethiopia
Austrian Anschluss (annexation)
Sudetenland
Munich Conference annexation of Prague
Nazi-Soviet Non-Aggression Pact Albania Polish Corridor/Danzig
3. Explain 3-4 arguments in favor of and opposed to appeasement. Use handouts given as
homework in class.
Pro
Con
a.
b.
c.
d.
4. opinion: Was appeasement a reasonable policy, given the circumstances?
5. Why was Hitler so successful early in the Second World War?
Blitzkrieg
Dunkirk
Vichy
AP European History
Name:
Unit 12--Totalitarianism and WWII, 1918-45
Pledged:
Reading Guide, pp. 881-91 (skip docs. on 884-5), 894, Spielvogel handout
1. Indicate on the maps for Europe and Asia the key battles with brief explanation.
2. Explain how each of the following represented a turning point in the war.
Luftwaffe v. RAF-atomic bombs-invasion of USSR--
Pearl Harbor--
El Alamein--
Stalingrad--
Midway--
Normandy/D-Day--
3. Fill out the chart for the mobilization of the major combatants. Rank their success, 1-4.
Nation
Policies
Issues/Results
Rating/Assessment
G. Britain
USSR
US
Germany
* "Dig for Victory"/"Grow Your Own Food"
rationing
Home Guard
* Great Patriotic War
"super-centralization"
Leningrad
"battle for machines"
"Night Witches"
* African-American migration "arsenal of democracy" (described, not named) women Detroit riots
Americans
* consumer goods
A. Speer
women
Japanese-
5. Using text and doc. on p. 794, imagine you are an Air Force general and write a memo
assessing the theory and reality of strategic (civilian) bombing during WWII.
6. Analyze the ideology and goals behind the Japanese war effort.
Greater East Asian Co-Prosperity Sphere
AP European History
Unit 12--Totalitarianism and WWII, 1918-45
Reading Guide, pp. 874-81, 892-93
Name:
Pledged:
1. Compose TWO brief letters from the perspective of a collaborator with and resister to the
Nazi occupation of your nation.
Collaborator
Resister
2. Identify 4-5 racial and “asocial” groups targeted by the Nazis and explain their fate.
Group
Actions/Results
a.
b.
c.
d.
e.
3. Define the following terms related to the Holocaust. Look up missing terms.
“Arbeit Macht Frei”--
SS/H. Himmler--
R. Heydrich--
Einsatzgruppen--
Auschwitz/death camps--
T-4 program (euthanasia)--
Zyklon B--
Wannsee Conf./"Final Solution"--
4. evaluation: To what extent do the western powers deserve blame for not doing more to
prevent or stop the Holocaust?
5. Use the picture on p. 879 or document on p. 880 to write a brief poem about resistance
to dehumanization.
6. Read “Atomic Wasteland,” and also keep in mind the racial nature of the Pacific War, as
well as the American use of incendiary weapons to kill over 100,000 in Japan, then give
your opinion to this statement: “The dropping of the atomic bombs on Japan constitutes a
crime against humanity.” Justify your response with historical and philosophical arguments.
7. Look at the visuals throughout this chapter and explain how, collectively, they show why
WWII is considered the "largest single event in the history of the world."
AP European History
Unit 13--Recovery and Challenges, 1945Reading Guide, pp. 894, 898-907
Underline/highlight all terms in packet!!
Name:
Pledged:
1. Fill out the chart for the WWII conferences and explain how they set the stage for the
Cold War. For missing terms, an excellent resource is www.cnn.com/SPECIALS/cold.war
Conference
Conflicts/Issues
Actions
Led to Cold War
Teheran, 1943
Moscow, 1944
Yalta, 1945
Potsdam, 1945
Decl. on Liberated Europe
United Nations
free elections
reparations
Lend-Lease
V. Molotov
2. How does “Europe in Ruins” symbolize both the impact on and lessons learned by Europe
after the Second World War? Also, identify a theme of this unit from the introduction.
3. Briefly explain the nature of Cold War competition in each area.
Marshall Plan G. Kennan containment
Sputnik
ICBMs
"massive retaliation" Nuclear Test Ban Treaty “nuclear club”
N. Khrushchev
Truman Doctrine
nuclear weapons
Political
Economic
Military
Ideological
4. Compare and contrast the documents by Churchill (p. 901) and Khrushchev (p. 904).
Churchill
Khrushchev
main ideas
assumptions
goals/purposes
5. Indicate and explain on the map areas of Cold War conflict and decolonization.
Greek Civil War Berlin blockade Berlin airlift FRG/GDR NATO Warsaw Pact COMECON Korean
War CENTO/SEATO Berlin crisis/Wall Third World Vietnam Dien Bien Phu Ho Chi Minh China Cuba
Egypt Iran Guatemala CIA Algeria India/Pakistan Pan-African Conference domino theory P.
Lumumba/Congo J. Kenyatta/Kenya K. Nkrumah/Ghana Gandhi
6. Using the Web documents by Gandhi (p. 905) and Nkrumah (p. 906), construct a brief
dialogue on the differing goals and tactics of these nationalist movements toward
decolonization.
7. Use the Web document (p. 907) to show how and why Cuba became a flashpoint and
turning point for the Cold War.
AP European History
Unit 13--Recovery and Challenges, 1945Reading Guide, pp. 911, 914-16, 940-46
Name:
Pledged:
1. Fill out the following chart to show the shift from Stalin to Khrushchev.
Area
Stalin
Khrushchev
economy
pol. control
military
assessment
consumer goods
heavy industry
agricultural reforms
concentration camps (gulags)
de -Stalinization
20th Party Congress
2. Provide a definition of Stalinization (as it applied to E. Europe) and then explain resistance
to Soviet authority in the following situations.
definition:
Yugoslavia:
Germany, 1953:
Poland, 1956:
Hungary, 1956:
Czechoslovakia, 1968:
3. Chart the shifting fortunes of the Cold War by writing an interpretation of events for each
period. Use the "slogan" as a cue for your interpretation and the terms to demonstrate it.
1972-78: Detente (ABM Treaty, Helsinki Agreements, Brezhnev Doctrine, SALT I):
1978-85: Revival (Afghanistan, SALT II, R. Reagan, SDI):
1985-92: The End (M. Gorbachev, INF Treaty, Gulf War, Kosovo, "New World Order" ):
4. Take the role of a Soviet dissident and imagine that you are responding in part to
Khrushchev’s speech (p. 914). Write an underground (samizdat) publication criticizing the
lack of reform, productivity/SOL, and freedom in the Soviet Union. Brezhnev Doctrine
Soviet Jews
A. Sakharov
A. Solzhenitsyn
5. Using the text and Web document (p. 933), explain how Gorbachev attempted to use
perestroika and glasnost in each of the areas below. multi-party system B. Yeltsin Aug. 1991 coup
CIS
Chechen war
economy:
black market
Afghanistan
Chernobyl
Geneva Summit
military:
political:
social/cultural:
ethnic groups:
theory: Why did Gorbachev's reforms fail and the USSR fall apart in 1991?
6. Annotate the map below to show the show the range of problems Russia has faced in the
post-Gorbachev era (see documents on pp. 940-41, 946)
AP European History
Unit 13--Recovery and Challenges, 1945Reading Guide, pp. 930-31, 934-40, 947-49
Name:
Pledged: [INSERT MAP]
1. Read “The Berlin Wall Comes Down” (pp. 930-31). Now create a political cartoon that
both uses the wall as a Cold War symbol and critiques its existence.
5. Fill out the chart below for the collapse of communism in E. Europe. Use terms (look up
the missing) and be brief!
Satellite
conflicts/issues
events
assessment
Poland
Hungary
Czechoslovakia
Romania
Bulgaria
Albania
GDR
* Solidarity
L. Walesa
W. Jaruzelski
martial law
* J. Kadar
"communism w/capitalist facelift"
Democratic Forum
* G. Husak V. Havel Civic Forum "Velvet Revolution"/"Velvet Divorce"
* Ceausescus
Securitate
Timisoara NSF
* T. Zhivkov
United Democ. Front
* E. Hoxha R. Alia
* Berlin Wall W. Ulbricht E. Honecker
Stasi
reunification
3. Read the section on Germany (pp. 937, 940) and account for its difficult and major role
in European affairs. Test yourself on the relevant dates and devise a theme for German
history.
Analysis & Theme
1517—
1555—
1648—
1815—
1848—
1871—
1918—
1933—
1945—
1989-90—
4. List and explain 3-4 European events (from “Closer Look”) that were influenced by
TV/computers as well as 1-2 contemporary American political events. How do the modern
media shape our view of the world? Is this influence mostly positive or negative?
a.
b.
c.
d. American—
e. American—
analysis:
7. Use the map to explain how ethnic tensions three wars in Yugoslavia from 1991-99.
S. Milosevic Serbs
Croats
Slovenians "ethnic cleansing" NATO Dayton Accords Kosovo/KLA
Tito
moujahadeen
AP European History
Unit 13--Recovery and Challenges, 1945Reading Guide, pp. 907-11, 912-13, 949-52
Name:
Pledged:
1. Take the role of a European economic minister and explain the continent’s economic
problems and position/role of the United States at the end of WWII. Displaced Person (DPs)
2. To what extent were U.S. economic policies toward Europe motivated by a concern for
American power (in the context of the Cold War) and how much by an enlightened concern
for the welfare of Europe. See document on p. 909. Truman Doctrine Marshall Plan OEEC
3. Draw a timeline of the path toward political and economic unity in Europe and write a 1sentence thesis on why Europe engaged in this policy. OEEC R. Schuman J. Monnet ECSC
EURATOM Council of Europe EEC/EC OPEC EU Single European Act
1945
thesis:
Maastricht Treaty
euro
2005
4. Read “Made in Japan” (pp. 912-13) and text discussion of Keynes and W. Germany’s free
market system. If you were trying to modernize and manage your business or national
economy, which model would you employ? Explain.
5. In the chart below, identify the issues and policies, and evaluate the success of the
European Union to the present.
Issues/Problems
Policies
Success
6. Fill out the chart for the nations below. Find a good Web site!
Nation
Leaders/Parties
Issues
Policies
Assessment
Germany
G. Britain
France
Italy
* Christian Democrats—K. Adenauer “economic miracle”—L. Erhard SPD--Willy Brandt Ostpolitik Basic Treaty
H. Kohl
reunification
* Labour—C. Atlee National Insurance Act/Nat’l Health Service Act welfare state trade unions Suez Crisis IRA
economic problems
M. Thatcher(ism)
unemployment/poverty
Falklands War
* C. DeGaulle—Gaullism 4th/5th Republics
NATO nuclear weapons student protests—Socialists F. Mitterand
budget deficit
"modernization"
* monarchy
CDs—A. deGaspari
“economic miracle”
Communists
terrorism--Red Brigades
A. Moro
corruption North v. South
mafia
AP European History
Unit 13--Recovery and Challenges, 1945Reading Guide, pp. 916-25
Name:
Pledged:
1. For postwar Europe, identify the demographic trends, the resulting welfare policies and
analyze the philosophies that guided these policies.
demographic trends
policies
philosophies
2. After reading the text and document (p. 920), construct a dialogue between Simone de
Beauvoir and Betty Friedan on postwar developments related to women, assessing their
impact and illustrating the varieties of feminism. "baby boom" birth control contraception
abortion
women's studies
pronatalism
3. Imagine you are a French student in 1968. Write a protest pamphlet that shows the
postwar social changes, brings the “generation gap” into clarity, and explains your goals in
protesting.
4. opinion: Provide a personal assessment of whether the student revolutionaries were
"creative idealists" or "spoiled narcissists." H. Marcuse
5. How do Dylan’s lyrics (p. 923) reveal the tenor of social protest in this time?
AP European History
Unit 13--Recovery and Challenges, 1945Reading Guide, pp. 952-61
Name:
Pledged:
1. Write a letter home as a “guest worker” explaining why you’ve come to Europe and what
difficulties you have faced since you’ve been here.
National Front J. Marie Le Pen
“boat people”
skinheads
2. opinion: By 2025, it is estimated that there will be more practicing Muslims than
Christians in Europe. Given this and other related contexts, what is your response to the
French secular laws banning head scarves in public schools?
3. List 3-4 developments in women’s lives and in the feminist movement after 1970 and then
explain how and why feminism was also connected to environmentalism, pacifism, and antiglobalization. P. Kelly Green Party International Tribunal of Crimes Against Women abortion
a.
b.
c.
d.
analysis:
4. Compare and contrast the historical/social influences on and current activities of
Soviet/Russian and western women.
Soviet/Russia
western
influences
activities/
status
5. Imagine you are a European intelligence officer briefing your Prime Minister following a
recent terrorist attack. Explain the history of terrorism in Europe and how western
governments have addressed it. Munich--1972 Red Army Faction Red Brigades IRA
Osama bin Laden
Taliban
9/11
Madrid/London bombings
6. analysis: How have terrorist movements since 1970 differed in their goals and tactics?
opinion: What is the best way to address this issue?
AP European History
Name:
Unit 13--Recovery and Challenges, 1945Reading Guide, pp. 858-67 (Spielvogel handout)Pledged:
1. Explain the cultural trends in each area and then offer a 1-sentence thesis on post-WWII
culture. U.S.--New York City J. Pollock--Abstract Expressionism Pop Art--A. Warhol post-modernism
A. Kiefer
serialism
painting/sculpture:
"Theater of the Absurd"
V. Havel
S. Beckett
music:
theater:
thesis:
2. Using text and Sartre's explanation on p. 860, analyze how existentialism's ideas arose out
of the difficult experiences of the 20th century. J.P. Sartre A. Camus
3. Take the role of a supporter of religion and explain why it is still relevant at the dawn of
the 21st century. See doc. on p. 862. K. Barth K. Rahner John XIII--Vatican II John Paul II
4. Explain the accomplishments of science in the 20th century and then discuss what threats it
might pose to humanity (see doc., p. 864). computer "military-industrial complex" Sputnik
E.F. Schumacher, “Small is Beautiful”
5. Suppose a visitor from another planet wanted to learn about pop culture. Set up a
schedule of TV broadcasts to show the trends in this area since World War II. Americanization
motion pictures rock-and-roll punk Olympics World Cup M. McLuhan
MTV
6. Write a short paragraph reflecting on globalization and where Europe stands as of the
year 2005.
AP Euro Students: Congratulations on finishing a very rigorous course. You have risen to a
difficult occasion with very little complaining and with iron-clad determination. Your relief
at completing these reading guides is only matched by my pride in you for having done such
an outstanding job on them. Way to go!! And yes...I’m glad they’re done too!